John Hattie, Steen Nepper Larsen
The Purposes of Education
A Conversation Between John Hattie and Steen Nepper Larsen
John Hattie, Steen Nepper Larsen
The Purposes of Education
A Conversation Between John Hattie and Steen Nepper Larsen
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This wide-ranging, entertaining and informative book uses the framework of Hattie's world famous research to explore the vital questions around education and the development of students in a learning society.
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This wide-ranging, entertaining and informative book uses the framework of Hattie's world famous research to explore the vital questions around education and the development of students in a learning society.
Produktdetails
- Produktdetails
- Verlag: Jenny Stanford Publishing
- Seitenzahl: 330
- Erscheinungstermin: 26. Mai 2020
- Englisch
- Abmessung: 246mm x 175mm x 20mm
- Gewicht: 816g
- ISBN-13: 9780367416638
- ISBN-10: 0367416638
- Artikelnr.: 69935559
- Verlag: Jenny Stanford Publishing
- Seitenzahl: 330
- Erscheinungstermin: 26. Mai 2020
- Englisch
- Abmessung: 246mm x 175mm x 20mm
- Gewicht: 816g
- ISBN-13: 9780367416638
- ISBN-10: 0367416638
- Artikelnr.: 69935559
John Hattie is Laureate Professor at the University of Melbourne, Australia, and his Visible Learning series of books have been translated into 23 different languages and have sold over 1 million copies. Steen Nepper Larsen is Associate Professor in Education Science at the Danish School of Education, Aarhus, Denmark, and has published numerous academic books and journal articles. He is a critic connected to the Danish newspaper Information, among other organizations, and has worked on several popular philosophy programs for Danmarks Radio, P1.
Introduction
I The encounter
II Does educational data speak for itself?
III Is learning a visible phenomenon?
IV Is it important to teach and learn specific subjects?
V How not to objectify the students and pupils you are studying
VI What is the role of the teacher?
VII What is the relationship between educational research and educational
politics?
VIII Is it possible to revitalize the German concept Bildung (i.e., the
formation of character and the higher ideas and ideals of education)?
IX How to differentiate between the how, what, and why of education
X Is there a purpose of education?
XI Is it possible to understand pedagogy as an art of decentering?
XII How to deal with neuroscience
XIII How to deal with critique
XIV If schools didn't exist - would we miss them?
XV Why are we longing for predictability and security?
XVI The conversation stops but must continue
References
List of abbreviations
Glossary
Index
I The encounter
II Does educational data speak for itself?
III Is learning a visible phenomenon?
IV Is it important to teach and learn specific subjects?
V How not to objectify the students and pupils you are studying
VI What is the role of the teacher?
VII What is the relationship between educational research and educational
politics?
VIII Is it possible to revitalize the German concept Bildung (i.e., the
formation of character and the higher ideas and ideals of education)?
IX How to differentiate between the how, what, and why of education
X Is there a purpose of education?
XI Is it possible to understand pedagogy as an art of decentering?
XII How to deal with neuroscience
XIII How to deal with critique
XIV If schools didn't exist - would we miss them?
XV Why are we longing for predictability and security?
XVI The conversation stops but must continue
References
List of abbreviations
Glossary
Index
Introduction
I The encounter
II Does educational data speak for itself?
III Is learning a visible phenomenon?
IV Is it important to teach and learn specific subjects?
V How not to objectify the students and pupils you are studying
VI What is the role of the teacher?
VII What is the relationship between educational research and educational
politics?
VIII Is it possible to revitalize the German concept Bildung (i.e., the
formation of character and the higher ideas and ideals of education)?
IX How to differentiate between the how, what, and why of education
X Is there a purpose of education?
XI Is it possible to understand pedagogy as an art of decentering?
XII How to deal with neuroscience
XIII How to deal with critique
XIV If schools didn't exist - would we miss them?
XV Why are we longing for predictability and security?
XVI The conversation stops but must continue
References
List of abbreviations
Glossary
Index
I The encounter
II Does educational data speak for itself?
III Is learning a visible phenomenon?
IV Is it important to teach and learn specific subjects?
V How not to objectify the students and pupils you are studying
VI What is the role of the teacher?
VII What is the relationship between educational research and educational
politics?
VIII Is it possible to revitalize the German concept Bildung (i.e., the
formation of character and the higher ideas and ideals of education)?
IX How to differentiate between the how, what, and why of education
X Is there a purpose of education?
XI Is it possible to understand pedagogy as an art of decentering?
XII How to deal with neuroscience
XIII How to deal with critique
XIV If schools didn't exist - would we miss them?
XV Why are we longing for predictability and security?
XVI The conversation stops but must continue
References
List of abbreviations
Glossary
Index