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People throughout the world have creative minds with unlimited potential for change. The Road to Independence: Emancipatory Pedagogy offers ways to empower people through education so that we can live and prosper together in a sustainable world. The emancipatory pedagogy of innovation and entrepreneurial education is presented as a road to independence: as a way to enable everyone to reach their inherent potential. This book presents case studies, stories, and research findings from innovation and entrepreneurial education that illuminate the real lives and work of teachers and students from…mehr
People throughout the world have creative minds with unlimited potential for change. The Road to Independence: Emancipatory Pedagogy offers ways to empower people through education so that we can live and prosper together in a sustainable world. The emancipatory pedagogy of innovation and entrepreneurial education is presented as a road to independence: as a way to enable everyone to reach their inherent potential. This book presents case studies, stories, and research findings from innovation and entrepreneurial education that illuminate the real lives and work of teachers and students from different cultures. “Over 40 years of direct experience informs this text. You will find innovative things to think about from the authors, and come to understand how they are able to develop such innovative thinking in their learners. Educational forms such as these are much needed as we move from learning about how things work as observers, towards learning to be able to do things for ourselves. Importantly, all too often the term ‘joining the dots’ references looking backwards and understanding the past, but this book is all about the future; it proactively responds to what are becoming known as ‘entrepreneurial 21st Century skills, so start connecting them now.” – Andy Penaluna, Director, International Institute for Creative Entrepreneurial Development “This fascinating, inspiring, and insightful book on how to actualize and develop an innovation potential of every child is a must-read for teachers, parents, and researchers alike. Svanborg R. Jónsdóttir and Rósa Gunnarsdóttir began an innovation revolution by introducing Innovation and Entrepreneurial Education in Icelandic schools. What the whole world needs today is to maximize revolutionary innovation in all fields of human endeavour and The Road to Independence provides a myriad of incredibly useful approaches to nurture that innovation.” – Larisa V. Shavinina, Editor of The Routledge InternationalHandbook of Innovation Education
Acknowledgements; List of Figures; List of Pictures; List of Tables; To The Reader; Being Human Today; The Overview Effect; Survival in the Global Village; The Art of Knowing Who You Are; Social Matrix; The Skillset Needed for Survival; Owning the Tools and Using Them; Carving Our Names into the Village Tree; Points for Survival in the Global Village; New Under the Roof – New Under the Sun; Moving from Focusing on ‘Genius’ Creativity to Ordinary Creativity; Emancipatory Pedagogy for Emancipatory People; Understanding Creative Thinking and Creative Action; Creative Intelligence for Intelligent Creations; Creativity and Change; The Concept; The Duality of Creativity as Skill Versus Personal Trait; Other Relevant Definition of Creativity; The Creative Person; Creative Thinking; The Social Psychology of Creativity; Intelligent Use of the Creative Mind; Creative Cultures; The Role of Education in Creative Cultures; Nurturing the Creative Mind; Learning, Activity and Creativity; The Evolution of Creative Culture; Education as Evolving Paradigm; The Innovation and Entrepreneurial School of Thought; Constructivism and Socio-Historical Theories of Education; Neo-Vygotskian Views of Learning and Activity; Distributed Cognition and Community of Practice; Independent Education; The Emancipatory Pedagogy of Innovation and Entrepreneurial Education; The Magic of Innovation Education; Pedagogies of Innovation and Entrepreneurship Education; The Unlikely – The Transmissive Mode; The Controlled Mode – The Teacher is the Expert; Progressive Mode – Supporting Learning Agency; Emancipatory Mode – Creative Learners, Independent Explorers; Emancipatory Pedagogy is Possible; Comfort Zone; Practise Structured from Research; Making Sense of Life; What Makes up the Personal Comfort Zone?; The Role of Mentors or Teachers in Emancipatory Education; Reporting of Progress as a Part of Emancipatory Pedagogic Practice; Evaluation of Creativity – Rubric Structure; The Design-BasedAssessment Model to Understand and Assess Creative Work; Prestolee School near Manchester; Evaluation That Is Fit for Purpose; Emancipatory Pedagogy as a Part of the Creative Community; IEE Research in Iceland – Examples of Emancipatory Pedagogy in Action; Case Study 1: Kolbrún’s Story: A Seaside School; Case Study 2: Grunnskólinn Austan Vatna; Continuity and Progression; The School, Its Environment, and Staff; IEE in GAV; Teachers’ Ownership and Agency; Example of Teacher Erin – Developing Efficacy; Some IEE Lessons; Creativity in IEE; Time Issues Relating to IEE; What Is IEE in GAV to Participants?; The Rationale – Benefits; Collaboration – Developing Collective IEE Teaching Efficacy; Learners’ Voices; Step-by-Step Development of IEE in GAV; The Social Ecology of IEE in GAV; Case Study 3: Fljótsdalshérað; Workshop in Brúarás School; Expanding Learning Spaces – Local Pride; Emancipatory Pedagogy in the Two Compulsory Schools; IEE in the Upper Secondary School; Boundaries between Schools and School Levels; Ecology of Feasible Development; Case Study 4: Breiðholtsskóli Reykjavík; Inner City School; Science Workshop; Evaluation; From Philosophy Elective to Innovation; Evaluation Methods; Next Steps in the Inner City School; Summary; Connecting the Dots; References.
Acknowledgements; List of Figures; List of Pictures; List of Tables; To The Reader; Being Human Today; The Overview Effect; Survival in the Global Village; The Art of Knowing Who You Are; Social Matrix; The Skillset Needed for Survival; Owning the Tools and Using Them; Carving Our Names into the Village Tree; Points for Survival in the Global Village; New Under the Roof – New Under the Sun; Moving from Focusing on ‘Genius’ Creativity to Ordinary Creativity; Emancipatory Pedagogy for Emancipatory People; Understanding Creative Thinking and Creative Action; Creative Intelligence for Intelligent Creations; Creativity and Change; The Concept; The Duality of Creativity as Skill Versus Personal Trait; Other Relevant Definition of Creativity; The Creative Person; Creative Thinking; The Social Psychology of Creativity; Intelligent Use of the Creative Mind; Creative Cultures; The Role of Education in Creative Cultures; Nurturing the Creative Mind; Learning, Activity and Creativity; The Evolution of Creative Culture; Education as Evolving Paradigm; The Innovation and Entrepreneurial School of Thought; Constructivism and Socio-Historical Theories of Education; Neo-Vygotskian Views of Learning and Activity; Distributed Cognition and Community of Practice; Independent Education; The Emancipatory Pedagogy of Innovation and Entrepreneurial Education; The Magic of Innovation Education; Pedagogies of Innovation and Entrepreneurship Education; The Unlikely – The Transmissive Mode; The Controlled Mode – The Teacher is the Expert; Progressive Mode – Supporting Learning Agency; Emancipatory Mode – Creative Learners, Independent Explorers; Emancipatory Pedagogy is Possible; Comfort Zone; Practise Structured from Research; Making Sense of Life; What Makes up the Personal Comfort Zone?; The Role of Mentors or Teachers in Emancipatory Education; Reporting of Progress as a Part of Emancipatory Pedagogic Practice; Evaluation of Creativity – Rubric Structure; The Design-BasedAssessment Model to Understand and Assess Creative Work; Prestolee School near Manchester; Evaluation That Is Fit for Purpose; Emancipatory Pedagogy as a Part of the Creative Community; IEE Research in Iceland – Examples of Emancipatory Pedagogy in Action; Case Study 1: Kolbrún’s Story: A Seaside School; Case Study 2: Grunnskólinn Austan Vatna; Continuity and Progression; The School, Its Environment, and Staff; IEE in GAV; Teachers’ Ownership and Agency; Example of Teacher Erin – Developing Efficacy; Some IEE Lessons; Creativity in IEE; Time Issues Relating to IEE; What Is IEE in GAV to Participants?; The Rationale – Benefits; Collaboration – Developing Collective IEE Teaching Efficacy; Learners’ Voices; Step-by-Step Development of IEE in GAV; The Social Ecology of IEE in GAV; Case Study 3: Fljótsdalshérað; Workshop in Brúarás School; Expanding Learning Spaces – Local Pride; Emancipatory Pedagogy in the Two Compulsory Schools; IEE in the Upper Secondary School; Boundaries between Schools and School Levels; Ecology of Feasible Development; Case Study 4: Breiðholtsskóli Reykjavík; Inner City School; Science Workshop; Evaluation; From Philosophy Elective to Innovation; Evaluation Methods; Next Steps in the Inner City School; Summary; Connecting the Dots; References.
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