Welcome to our book review site go-pdf.online!
You may have to Search all our reviewed books and magazines, click the sign up button below to create a free account.
Tacit Dimensions of Pedagogy
There is a controversy regarding the relationship between theory and praxis in the field of pedagogy with no final decision on how to model it. From our perspective, theories concerning educational science are especially promising if they face the challenges associated with diverse educational practices and their special circumstances. As the central task we consider the development of a notion of the explicit as well as of the tacit side of practices and of the necessity to reflect these two. Looking at educational practices is not reduced to the explicit decisions concerning aims, subjects, schedules, social settings, etc., in the diverse pedagogical fields. It also entails the examination...
Attention and Distraction in Modern German Literature, Thought, and Culture
Attention is fundamental to how we experience reality, and yet this notion has been understood and practised in very different ways across history. This interdisciplinary study explores the dynamic relationship between attention and its supposed opposite, distraction, as it unfolds from the eighteenth century to the present day. Its primary focus is on twentieth-century Germany and Austria, where matters of (in)attention gained a unique urgency during a period of social change and political crisis. Building on Enlightenment practices of self-observation, nineteenth-century Germany was the birthplace of experimental psychology, a discipline which sought to measure and potentially enhance huma...
Curricular Injustice
Medical schools have increasingly incorporated the humanities and social sciences into their teaching, seeking to make future physicians more empathetic and more concerned with equity. In practice, however, these good intentions have not translated into critical consciousness. Humanities and social sciences education has often not only failed to deliver on its promise but even entrenched the inequalities that the medical profession set out to address. Lauren D. Olsen examines how U.S. medical school faculty conceived, designed, and implemented their vision of education, tracing the failures of curricular reform. She argues that the way medical students encounter humanities and social science...
Creatures of Attention
Creatures of Attention excavates the early modern prehistory of our late modern crises of attention. At the threshold of modernity, philosophers, scientists, and poets across Europe began to see attention as the key to autonomous agency and knowledge. Recovering the philosophical and literary works from eighteenth-century Germany in which "attention," "subject," and "aesthetics" developed their modern meanings, Johannes Wankhammer examines control over attention as the cultural technique underpinning the ideal of individual autonomy. Aesthetics, founded by Alexander Baumgarten as a science of sense perception, challenged this ideal by reframing art as a catalyst for alternative modes of self...
Appearances Matter
The visual turn recovers new pasts. With education as its theme, this book seeks to present a body of reflections that questions a certain historicism and renovates historiographical debate about how to conceptualize and use images and artifacts in educational history, in the process presenting new themes and methods for researchers. Images are interrogated as part of regimes of the visible, of a history of visual technologies and visual practices. Considering the socio-material quality of the image, the analysis moves away from the use of images as mere illustrations of written arguments, and takes seriously the question of the life and death of artifacts – that is, their particular historicity. Questioning the visual and material evidence in this way means considering how, when, and in which régime of the visible it has come to be considered as a source, and what this means for the questions contemporary researchers might ask.
Bored, Lonely, Angry, Stupid
An Entrepreneur Best Book of the Year Facebook makes us lonely. Selfies breed narcissism. On Twitter, hostility reigns. Pundits and psychologists warn that digital technologies substantially alter our emotional states, but in this lively investigation of changing feelings about technology, we learn that the gadgets we use don’t just affect how we feel—they can profoundly change our sense of self. When we say we’re bored, we don’t mean the same thing as a Victorian dandy. Could it be that political punditry has helped shape a new kind of anger? Luke Fernandez and Susan Matt take us back in time to consider how our feelings of loneliness, boredom, vanity, and anger have evolved in tandem with new technologies. “Technologies have been shaping [our] emotional culture for more than a century, argue computer scientist Luke Fernandez and historian Susan Matt in this original study. Marshalling archival sources and interviews, they trace how norms (say, around loneliness) have shifted with technological change.” —Nature “A powerful story of how new forms of technology are continually integrated into the human experience.” —Publishers Weekly
Transformationen von Schule, Unterricht und Profession
Im vorliegenden Band setzen sich erziehungswissenschaftlich und (bildungs-)historisch arbeitende Forscherinnen und Forscher mit Perspektiven und Erträgen praxistheoretischer Forschung im Fragenkreis der Transformation von Schule, Unterricht und Profession auseinander. In den Beiträgen wird eruiert, welche Problem- und Fragestellungen aus praxistheoretischer Sicht gewinnbringend bearbeitet werden können und wo die Grenzen liegen. Der InhaltPraxeologie in der Bildungsforschung ● Aspekte einer Praxeologie ● Verstehen als Gespräch ● (Nichtgelehrte) Gelehrtenkommunikation im Medium des Briefes ● Zeitdiagnostik ● Konturierung des Klassenunterrichts um 1800 ● Die deutsche Unterricht...
Bildung und Teilhabe
Wie kaum eine andere soziale Kategorie gilt insbesondere Bildung als Bedingung der Teilhabe am gesellschaftlichen Leben schlechthin. Nur wer gebildet ist, sei in der Lage, den Anforderungen moderner Lebensverhältnisse Rechnung zu tragen und sie nicht nur aufzunehmen, sondern ihrerseits auch mitzugestalten. Wenn aber Bildung auf (soziale) Teilhabe zielt, dann ist auch Teilhabe an Bildung selbst unverzichtbar und ein systemisches Erfordernis – bedeutete doch der Ausschluss aus Bildung unweigerlich den Ausschluss aus der Gesellschaft. Spätmodern aber sind beide Momente der Teilhabe als Implikationen der Bildung in Zweifel geraten: Weder vermag Bildung noch angemessen gesellschaftliche Teilhabe zu garantieren, noch gilt, dass Bildung allen gleichermaßen offen steht. In dem Band wird die Verbindung von Bildung und Teilhabe grundlagen- und gesellschaftstheoretisch sowie empirisch beleuchtet und die (Un)Möglichkeit von Bildungsgerechtigkeit thematisiert.
Inklusion
Die Umgestaltung des Systems der vorschulischen und schulischen Bildungsinstitutionen zu mehr Inklusion für alle Kinder und Jugendlichen, unabhängig davon, ob sie von Behinderungen betroffen sind oder sonderpädagogische Förderbedarfe haben, ist in Deutschland seit mehr als 10 Jahren in vollem Gange. Nach anfänglich eher von politischen Überzeugungen geprägten Schritten der Umgestaltungen ist in jüngster Zeit vermehrt wissenschaftliche Evidenz in die Gestaltungsentscheidungen eingeflossen. Dieses Buch widmet sich dieser evidenzorientierten Perspektive auf Inklusion.
Leistungsbeurteilungen an Hochschulen lernförderlich gestalten
How can university lecturers organise performance assessments as well as the assessment and feedback of learning outcomes in a way that is as conducive to learning as possible? The book offers application-orientated advice on the design, assessment and feedback of examinations and many other formats of assessment. It also addresses the fundamentals of learning psychology, knowledge of which is valuable for effective and valid assessment practice.
