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The Purposes of Education
What are the purposes of education and what is the relationship between educational research and policy? Using the twin lenses of Visible Learning and educational philosophy, these are among the many fascinating topics discussed in extended conversations between John Hattie and Steen Nepper Larsen. This wide-ranging and informative book offers fundamental propositions about the nature of education. It maps out in fascinating detail a coming together of Hattie’s empirical data and world-famous Visible Learning paradigm with the rich heritage of educational philosophy. Additionally, it explores the inevitable questions of the purpose of education and the development of students in a learning...
Cycling - Philosophy for Everyone
Covering interesting and varied philosophical terrain, Cycling - Philosophy for Everyone explores in a fun but critical way the rich philosophical, cultural, and existential experiences that arise when two wheels are propelled by human energy. Incorporates or reflects the views of high-profile and notable past-professional cyclists and insiders such as Lennard Zinn, Scott Tinley, and Lance Armstrong Features contributions from the areas of cultural studies, kinesiology, literature, and political science as well as from philosophers Includes enlightening essays on the varieties of the cycling experience, ranging from the ethical issues of success, women and cycling, environmental issues of commuting and the transformative potential of cycling for personal growth Shows how bicycling and philosophy create the perfect tandem Includes a foreword by Lennard Zinn, author and owner of Zinn Cycles Inc.
Cybersemiotics
Cybersemiotics not only builds a bridge between science and culture, it provides a framework that encompasses them both.
New Challenges New Learning New Possibilities
The title of this anthology mirrors the theme of the 9th Nordic Conference on Adult Education and Learning. The caption reflects how adult education plays an integral part in our societies by advancing new learning that generates possibilities to address contemporary challenges. While the chapters reflect the wide variety of research connected to the field of adult education, the authors agree on the ideal of combining the development of work life competences with the promotion of democratic empowerment, as demonstrated in the tradition of Nordic adult education.
The Nordic Folk High School Teacher
This anthology presents the Nordic folk high school teacher through thirteen research articles combined under three themes: identity, work, and education, each part capped by overarching summary chapters. The folk high schools are given a central role in the democratic development of the Nordic region and are described as a significant influence on adult education globally, but there have been few regional research projects describing the schools. The inclusion of research covering five Nordic countries in a peer reviewed anthology makes this publication a unique portrayal, both of the schools' common identity and their national variations.
Theorizing Teaching
This open access book seeks to create a forum for discussing key questions regarding theories on teaching: Which theories of teaching do we have? What are their attributes? What do they contain? How are they generated? How context-sensitive and content-specific do they need to be? Is it possible or even desirable to develop a comprehensive theory of teaching? The book identifies areas of convergence and divergence among the answers to these questions by prominent international scholars in research on teaching. Initiating exchanges among the authors, it then evaluates whether consensus can be reached on the areas of divergence. The book concludes by discussing lessons learned from this endeavor and outlines steps that need to be taken for advancing future work on theorizing teaching. As such, the book is aimed at readers interested in an overview of the theorizing of teaching and key open questions that, if addressed, help to move the field forward.
Towards a Sustainable Philosophy of Endurance Sport
This book provides new perspectives on endurance sport and how it contributes to a good and sustainable life in times of climate change, ecological disruption and inconvenient truths. It builds on a continental philosophical tradition, i.e. the philosophy of among others Peter Sloterdijk, but also on “ecosophy” and American pragmatism to explore the idea of sport as a voluntary attempt to overcome unnecessary obstacles. Since ancient times, human beings have been involved in practices of the Self in order to work on themselves and improve themselves, for instance by strengthening their physical condition and performance through sport. In the contemporary world, millions of individuals en...
Ecology of the Brain
Part 1: Criticism of neurobiological reductionism 1 Cosmos in the head? 1.1 The idealistic legacy of brain research 1.2 First criticism: embodied perception 1.2.1 Perception and motion 1.2.2 The coextension of lived body and physical body 1.3 Second criticism: The objectivity of the phenomenal world 1.3.1 The space of perception 1.3.2 The objectivising achievement of perception 1.4 Third criticism: the reality of colours 1.5 Summary 2 The brain as the subjects heir? 2.1 First critique: the irreducibility of subjectivity 2.1.1 Phenomenal consciousness 2.1.2 Intentionality 2.1.2.1 Intentionality and phenomenal consciousness 2.1.2.2 Intentionality and representation 2.2 Second criticism: catego...
On the Facilitation of the Academy
"The ‘academy’ is not restricted to the architectural limits of the university, but a broader conception of education that, through its social dissemination, ought to be continually shaped in relation to academic practice, thinking and living. Educational institutions are not solely modern providers of a pertinent workforce but foremost communities of thought with cultural, political and social importance. On the Facilitation of the Academy is thus concerned with educational issues that cohere, but also quarrels with, the university institution today as the highest institutionalised place for learning. The contributors in this volume consider practices of learning, teaching and knowledge acquisition in academic environments. It challenges educational issues in relation to conversation, discourse and tradition as well as contains contributions on threshold concepts, knowledge production and dangerous thinking. Belonging to a variety of academic orientations – philosophy, educational theory, psychoanalysis, communication studies – the authors in this volume offer different takes, but share similar features and aspects, on the worries that should occupy academe today."
Think
A defining feature of being human is our ability to think. We refer to ourselves, after all, as Homo sapiens. But in a world where experiencing and achieving as much as possible is the number one preoccupation, there is little room for reflection. Technology is also making everything easier, eroding the need for us to think at all. Of course deep, critical thinking can be difficult, sometimes painful, and it takes time. But it is fundamental to our well-being. In this new book, bestselling philosopher and psychologist Svend Brinkmann argues for a return to the thoughtful life, where we learn to think well, to think deeply, to lose ourselves in reverie and tune in to our inner voice. By spending time in our thoughts and letting them wander freely, we will discover that thinking is one of the most enriching things we can do in life – and one of the most human, too.
