A Will to Learn: Being a Student in an Age of UncertaintyMcGraw-Hill Education, 1 oct. 2007 - 208 pages There is an extraordinary but largely unnoticed phenomenon in higher education: by and large, students persevere and complete their studies. How should we interpret this tendency? Students are living in uncertain times and often experience anxiety, and yet they continue to press forward with their studies. The argument here is that we should understand this propensity on the part of students to persist through a will to learn. This book examines the structure of what it is to have a will to learn. In the explorations here, a language of being, becoming, authenticity, dispositions, voice, air, spirit, inspiration, passion and care is drawn on.As such, this book offers an idea of student development that challenges the dominant views of our age, of curricula understood in terms of skills and even of knowledge and pedagogy understood as bringing off pre-specified 'outcomes'. The will to learn, though, can be fragile. This is of crucial importance, for if the will to learn dissolves, the student's commitment may falter. Accordingly, more than encouraging an interest in the student's subject or in the acquiring of skills, the primary responsibility of teachers in higher education is to sustain and develop the student's will to learn. This is a radical thesis, for it implies a transformation in how we understand the nature of teaching in higher education. |
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Page 128
... fields . The teacher is trying to help the student come into the interior of a field of understandings and ways of engaging with the world , which has its own demands and stand- ards . It is her field with which the teacher identifies ...
... fields . The teacher is trying to help the student come into the interior of a field of understandings and ways of engaging with the world , which has its own demands and stand- ards . It is her field with which the teacher identifies ...
Page 129
... field and to her students . Both the field and her students exert their claims , even though neither field nor students voice any such claims or , if they do , then it is sotto voce . We must pursue this double commitment - to field and ...
... field and to her students . Both the field and her students exert their claims , even though neither field nor students voice any such claims or , if they do , then it is sotto voce . We must pursue this double commitment - to field and ...
Page 135
... field and the student . This passion is the ability to be " magnetized toward the vision of an imagined good " , however far off it may be ' ( Burch , quoted in Alexander 2001 ) . Such a passion is orientated towards - as it has been ...
... field and the student . This passion is the ability to be " magnetized toward the vision of an imagined good " , however far off it may be ' ( Burch , quoted in Alexander 2001 ) . Such a passion is orientated towards - as it has been ...
Table des matières
Where theres a will | 15 |
Being | 27 |
Authenticity | 40 |
Droits d'auteur | |
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Expressions et termes fréquents
actions anxiety assessed authenticity becoming bring calls challenges Chapter character claim comes commitment complex concepts concern connections continuing course critical curricula curriculum develop dispositions and qualities distinction efforts emerge encouraged energy engage epistemological essay expected experiences feel field forward further gift give given hand Heidegger higher education hold hope human idea individual inspiration intellectual interest kind knowledge least live London look matter meaning mode motive moves necessary nurture observed offer one's ontological outcomes particular passion pedagogical relationship performance perhaps position possible practical precisely present Press question reason relation requires responsibility risk sense simply situation space spirit stand standards student studies suggest surely task teacher teaching term things thinking thought tion turn tutor uncertainty understanding University virtues voice
Références à ce livre
Researching with Integrity: The Ethics of Academic Enquiry Bruce Macfarlane Aucun aperçu disponible - 2008 |
The University and its Disciplines: Teaching and Learning within and beyond ... Carolin Kreber Aucun aperçu disponible - 2008 |