Información del autor
Autor Peters, Michael A. |
Documentos disponibles escritos por este autor (10)
Crear una solicitud de compra Refinar búsqueda
TÃtulo : A Companion to Research in Teacher Education Tipo de documento: documento electrónico Autores: Peters, Michael A., ; Cowie, Bronwen, ; Menter, Ian, Mención de edición: 1 ed. Editorial: Singapore [Malasia] : Springer Fecha de publicación: 2017 Número de páginas: XIX, 850 p. 33 ilustraciones ISBN/ISSN/DL: 978-981-10-4075-7 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Docente Educación profesional Educación vocacional Educación y estado Educación internacional Educación comparada Enseñanza y formación docente Educación profesional y vocacional PolÃtica y polÃtica educativa Educación internacional y comparada Clasificación: 370.711 Resumen: Este Compañero de última generación reúne y evalúa la investigación existente disponible sobre la formación docente y proporciona directrices claras sobre direcciones futuras. Aborda una necesidad importante en una colección que será valiosa para docentes, formadores de docentes, formuladores de polÃticas y polÃticos. Ha habido poca investigación sostenida, a largo plazo o sistemática para brindar apoyo empÃrico a los aspectos generales de la polÃtica de formación docente, en gran parte porque dicha investigación ha carecido crónicamente de financiación insuficiente y se ha basado en el conocimiento tradicional de los profesionales. Muchos de los cambios en la formación docente son polémicos y, sin embargo, están ocurriendo en rápida sucesión. Estas polÃticas y movimientos tienen importantes consecuencias para la educación, la calidad de los docentes y el futuro de la profesión docente. Al mismo tiempo, las polÃticas e iniciativas que respaldan estos cambios parecen estar basadas más en ideologÃa, intereses comerciales y tradición que en investigaciones y hallazgos empÃricos. La naturaleza, la calidad y la eficacia de la preparación docente se han convertido cada vez más en un foco central de las polÃticas educativas en todo el mundo en un debate ferozmente discutido entre gobiernos, grupos de expertos, agencias de polÃticas mundiales, investigadores en educación y organizaciones de docentes. . Nota de contenido: 1 Introduction -- Section 1 Becoming a Teacher: Teacher Education and Professionalism -- 2 Developing the thoughtful practitioner -- 3 Variations in the Conditions for Teachers' Professional Learning and Development: Teacher Development, Retention and Renewal over a Career -- 4 Clinical Praxis Exams: Linking Academic Study with Professional Practice Knowledge -- 5 A role of doing philosophy in a Humanistic approach to teacher education -- 6 The development of accomplished teaching -- Section 2 Initial Teacher Education -- 7 Towards a principled approach for school-based teacher educators: Lessons from research -- 8 The Strathclyde Literacy Clinic: Developing student teacher values, knowledge and identity as inclusive practitioners -- 9 You teach who you are until the Government comes to Class: A study of 28 Literacy teacher educators in four countries -- 10 Clinical Practice in Education: Towards a Conceptual Framework -- 11 Initial Teacher Education in Ireland: A Case Study -- 12 Doing harm to educational knowledge: The struggle over teacher education in Sweden and Norway -- 13 The pre-service education of disability pedagogues in Norway: Maximising social pedagogic ambition -- Section 3 Teacher Education, Partnerships and Collaboration -- 14 Repositioning, embodiment and the experimental space: Refiguring student-teacher partnerships in teacher education -- 15 Redesigning Authentic Collaborative Practicum Partnerships: Learnings from case studies form two New Zealand Universities -- 16 Researching the intersection of program supervision and field placements: Interactional Ethnographic telling cases of reflexive decision-making process -- 17 Networked teaching and learning for life-long professional development -- 18 Teacher agency and professional learning communities: What can learning rounds in Scotland teach us? -- 19 Supporting mentoring and assessment in practicum settings: A new professional development approach for school-based teacher educators -- 20 The possibilities for practitioner and organizational learning offered by a school-university research partnership -- 21 A QUEST for sustainable continuing professional development -- Section 4 Global Education Reform and Teacher Education -- 22 Teachers, curriculum and the neoliberal imaginary of education -- 23 Re-casting teacher effectiveness approaches to teacher education -- 24 The paradox of teacher agency in a glocalised world -- 25 The Marketization of Teacher Education: Threat or Opportunity? -- 26 Postfeminist Educational Media Panics, Girl Power and the Problem/Promise of 'Successful Girls' -- 27 Helping teachers and school leaders to become extra-critical of global education reform -- Section 5 Teacher Education as a Public Good -- 28 Quality of Education and the Poor: Constraints on Learning -- 29 The Future of Teacher Education: Evidence, Competence or Wisdom? -- 30 Attracting, preparing and retaining teachers in high need areas: A science as inquiry model of teacher education -- 31 Teacher education, researchand migrant children -- 32 Reforming teacher education in England: 'An economy of discourses of truth' -- 33 Teacher educators' responsibility to prepare candidates for classroom realities -- 34 Complexity and Learning: Implications for Teacher Education -- 35 The prevailing logic of teacher education: Privileging the practical in Australia, England and Scotland -- Section 6 Research, Institutional Evaluation and Evidence-based Research -- 36 On the role of philosophical work in research in teacher education -- 37 Relational Expertise: A cultural-historical approach to teacher education -- 38 Researching teacher education policy: A case study from Scotland -- 39 Researching practice as education and reform -- 40 Representing teaching within high-stakes teacher performance assessments -- 41 Research and the undermining of teacher education -- 42 The Role of Comparative and International Research in Developing Capacity to Study and Improve Teacher Education -- 43 The place of research in teacher education? An analysis of the Australian Teacher Education Ministerial Advisory Group report Action Now: Classroom Ready Teachers -- 44 Educating the educators: Policies and initiatives in European teacher education -- 45 Making connections in the UK and Australia: Research, teacher education and educational improvement -- Section 7 Pedagogy in Action -- 46 'If I could not make a difference why would I be a teacher?' Teaching English as an Additional Language and the quest for social justice -- 47 Imperatives for Teacher Education: Findings from Studies of Effective Teaching and English Language Learners -- 48 University coursework and school experience: The challenge to amalgamate learning -- 49 Co-configuring Design Elements and Quality Aspects in Teacher Education: A Research Agenda -- 50 Theorising teacher practice with technology: Implications for teacher education research -- 51 Capturing Science PCK through Students' experiences -- 52 Teacher sense-making in school based curriculum development through critical collaborative professional enquiry -- 53 Flows of knowledge in teaching teams: A collaborative approach to research in early childhood education -- 54 Conquering content: A key to promoting self-efficacy in primary science teaching -- 55 Mentoring of Newly Qualified Teachers in the Educational Sense -- 56 Building Teacher Confidence in Inquiry and Assessment: Experiences from a pan-European collaboration. Tipo de medio : Computadora Summary : This state-of-the-art Companion assembles and assesses the extant research available on teacher education and provides clear guidelines on future directions. It addresses an important need in a collection that will be of value for teachers, teacher educators, policymakers and politicians. There has been little sustained, long-term or systematic research to provide empirical support for the broad aspects of teacher education policy, largely because such research has been chronically underfunded and based on traditional practitioner knowledge. Many of the changes to teacher education are contentious and yet are occurring in rapid succession. These policies and movements have important consequences for education, teacher quality and the future of the teaching profession. At the same time, the policies and initiatives that support these changes seem to be based more on ideology, business interests and tradition than on research and empirical findings. The nature, quality and effectiveness of teacher preparation have increasingly become a central focus for education policy worldwide in a fiercely argued debate among governments, think-tanks, world policy agencies, education researchers and teacher organisations. . Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] A Companion to Research in Teacher Education [documento electrónico] / Peters, Michael A., ; Cowie, Bronwen, ; Menter, Ian, . - 1 ed. . - Singapore [Malasia] : Springer, 2017 . - XIX, 850 p. 33 ilustraciones.
ISBN : 978-981-10-4075-7
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos.
Idioma : Inglés (eng)
Palabras clave: Docente Educación profesional Educación vocacional Educación y estado Educación internacional Educación comparada Enseñanza y formación docente Educación profesional y vocacional PolÃtica y polÃtica educativa Educación internacional y comparada Clasificación: 370.711 Resumen: Este Compañero de última generación reúne y evalúa la investigación existente disponible sobre la formación docente y proporciona directrices claras sobre direcciones futuras. Aborda una necesidad importante en una colección que será valiosa para docentes, formadores de docentes, formuladores de polÃticas y polÃticos. Ha habido poca investigación sostenida, a largo plazo o sistemática para brindar apoyo empÃrico a los aspectos generales de la polÃtica de formación docente, en gran parte porque dicha investigación ha carecido crónicamente de financiación insuficiente y se ha basado en el conocimiento tradicional de los profesionales. Muchos de los cambios en la formación docente son polémicos y, sin embargo, están ocurriendo en rápida sucesión. Estas polÃticas y movimientos tienen importantes consecuencias para la educación, la calidad de los docentes y el futuro de la profesión docente. Al mismo tiempo, las polÃticas e iniciativas que respaldan estos cambios parecen estar basadas más en ideologÃa, intereses comerciales y tradición que en investigaciones y hallazgos empÃricos. La naturaleza, la calidad y la eficacia de la preparación docente se han convertido cada vez más en un foco central de las polÃticas educativas en todo el mundo en un debate ferozmente discutido entre gobiernos, grupos de expertos, agencias de polÃticas mundiales, investigadores en educación y organizaciones de docentes. . Nota de contenido: 1 Introduction -- Section 1 Becoming a Teacher: Teacher Education and Professionalism -- 2 Developing the thoughtful practitioner -- 3 Variations in the Conditions for Teachers' Professional Learning and Development: Teacher Development, Retention and Renewal over a Career -- 4 Clinical Praxis Exams: Linking Academic Study with Professional Practice Knowledge -- 5 A role of doing philosophy in a Humanistic approach to teacher education -- 6 The development of accomplished teaching -- Section 2 Initial Teacher Education -- 7 Towards a principled approach for school-based teacher educators: Lessons from research -- 8 The Strathclyde Literacy Clinic: Developing student teacher values, knowledge and identity as inclusive practitioners -- 9 You teach who you are until the Government comes to Class: A study of 28 Literacy teacher educators in four countries -- 10 Clinical Practice in Education: Towards a Conceptual Framework -- 11 Initial Teacher Education in Ireland: A Case Study -- 12 Doing harm to educational knowledge: The struggle over teacher education in Sweden and Norway -- 13 The pre-service education of disability pedagogues in Norway: Maximising social pedagogic ambition -- Section 3 Teacher Education, Partnerships and Collaboration -- 14 Repositioning, embodiment and the experimental space: Refiguring student-teacher partnerships in teacher education -- 15 Redesigning Authentic Collaborative Practicum Partnerships: Learnings from case studies form two New Zealand Universities -- 16 Researching the intersection of program supervision and field placements: Interactional Ethnographic telling cases of reflexive decision-making process -- 17 Networked teaching and learning for life-long professional development -- 18 Teacher agency and professional learning communities: What can learning rounds in Scotland teach us? -- 19 Supporting mentoring and assessment in practicum settings: A new professional development approach for school-based teacher educators -- 20 The possibilities for practitioner and organizational learning offered by a school-university research partnership -- 21 A QUEST for sustainable continuing professional development -- Section 4 Global Education Reform and Teacher Education -- 22 Teachers, curriculum and the neoliberal imaginary of education -- 23 Re-casting teacher effectiveness approaches to teacher education -- 24 The paradox of teacher agency in a glocalised world -- 25 The Marketization of Teacher Education: Threat or Opportunity? -- 26 Postfeminist Educational Media Panics, Girl Power and the Problem/Promise of 'Successful Girls' -- 27 Helping teachers and school leaders to become extra-critical of global education reform -- Section 5 Teacher Education as a Public Good -- 28 Quality of Education and the Poor: Constraints on Learning -- 29 The Future of Teacher Education: Evidence, Competence or Wisdom? -- 30 Attracting, preparing and retaining teachers in high need areas: A science as inquiry model of teacher education -- 31 Teacher education, researchand migrant children -- 32 Reforming teacher education in England: 'An economy of discourses of truth' -- 33 Teacher educators' responsibility to prepare candidates for classroom realities -- 34 Complexity and Learning: Implications for Teacher Education -- 35 The prevailing logic of teacher education: Privileging the practical in Australia, England and Scotland -- Section 6 Research, Institutional Evaluation and Evidence-based Research -- 36 On the role of philosophical work in research in teacher education -- 37 Relational Expertise: A cultural-historical approach to teacher education -- 38 Researching teacher education policy: A case study from Scotland -- 39 Researching practice as education and reform -- 40 Representing teaching within high-stakes teacher performance assessments -- 41 Research and the undermining of teacher education -- 42 The Role of Comparative and International Research in Developing Capacity to Study and Improve Teacher Education -- 43 The place of research in teacher education? An analysis of the Australian Teacher Education Ministerial Advisory Group report Action Now: Classroom Ready Teachers -- 44 Educating the educators: Policies and initiatives in European teacher education -- 45 Making connections in the UK and Australia: Research, teacher education and educational improvement -- Section 7 Pedagogy in Action -- 46 'If I could not make a difference why would I be a teacher?' Teaching English as an Additional Language and the quest for social justice -- 47 Imperatives for Teacher Education: Findings from Studies of Effective Teaching and English Language Learners -- 48 University coursework and school experience: The challenge to amalgamate learning -- 49 Co-configuring Design Elements and Quality Aspects in Teacher Education: A Research Agenda -- 50 Theorising teacher practice with technology: Implications for teacher education research -- 51 Capturing Science PCK through Students' experiences -- 52 Teacher sense-making in school based curriculum development through critical collaborative professional enquiry -- 53 Flows of knowledge in teaching teams: A collaborative approach to research in early childhood education -- 54 Conquering content: A key to promoting self-efficacy in primary science teaching -- 55 Mentoring of Newly Qualified Teachers in the Educational Sense -- 56 Building Teacher Confidence in Inquiry and Assessment: Experiences from a pan-European collaboration. Tipo de medio : Computadora Summary : This state-of-the-art Companion assembles and assesses the extant research available on teacher education and provides clear guidelines on future directions. It addresses an important need in a collection that will be of value for teachers, teacher educators, policymakers and politicians. There has been little sustained, long-term or systematic research to provide empirical support for the broad aspects of teacher education policy, largely because such research has been chronically underfunded and based on traditional practitioner knowledge. Many of the changes to teacher education are contentious and yet are occurring in rapid succession. These policies and movements have important consequences for education, teacher quality and the future of the teaching profession. At the same time, the policies and initiatives that support these changes seem to be based more on ideology, business interests and tradition than on research and empirical findings. The nature, quality and effectiveness of teacher preparation have increasingly become a central focus for education policy worldwide in a fiercely argued debate among governments, think-tanks, world policy agencies, education researchers and teacher organisations. . Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]
TÃtulo : A Companion to Wittgenstein on Education : Pedagogical Investigations Tipo de documento: documento electrónico Autores: Peters, Michael A., ; Stickney, Jeff, Mención de edición: 1 ed. Editorial: Singapore [Malasia] : Springer Fecha de publicación: 2017 Número de páginas: XXXIX, 782 p. ISBN/ISSN/DL: 978-981-10-3136-6 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Aprendizaje PsicologÃa de FilosofÃa PsicologÃa Instruccional Historia de la FilosofÃa Clasificación: 370.1 Resumen: Este libro, que reúne contribuciones de cuarenta y cinco autores de catorce paÃses, representa en su mayor parte material nuevo de académicos tanto emergentes como experimentados en el campo de la filosofÃa de la educación. Los temas varÃan ampliamente tanto dentro como a lo largo de las cuatro partes del libro: la biografÃa y el estilo de Wittgenstein como educador y filósofo, que ilustran las dimensiones pedagógicas de su filosofÃa temprana y tardÃa; el pensamiento y los métodos de Wittgenstein en relación con otros filósofos como Cavell, Dewey, Foucault, Hegel y Buda; investigaciones contrastantes de la formación en relación con la iniciación en formas de vida, emociones, matemáticas y artes (danza, poesÃa, cine y teatro), incluidas cuestiones de la teorÃa de la mente (nativismo versus iniciación en prácticas sociales), neurociencia, estudios de primates. , constructivismo y relatividad; y el papel de la filosofÃa de Wittgenstein en los estudios religiosos y la filosofÃa moral, asà como su profundo impacto en su propia vida. Esta colección explora a Wittgenstein no tanto como un filósofo que proporciona un método para enseñar o analizar conceptos educativos sino más bien como alguien que aborda cuestiones filosóficas desde un punto de vista pedagógico. La filosofÃa de Wittgenstein es esencialmente pedagógica: proporciona imágenes, dibujos, analogÃas, sÃmiles, chistes, ecuaciones, diálogos consigo mismo, preguntas y respuestas incorrectas, experimentos, etc., como medio para cambiar nuestro pensamiento o para ayudarnos a escapar de las imágenes que nos rodean. mantenernos cautivos. Nota de contenido: Part I. Introduction -- 1. Journeys with Wittgenstein: Assembling Sketches of a Philosophical Landscape -- Part II. Biographical and Stylistic Investigations -- 2. Subjectivity After Descartes: Wittgenstein as a Pedagogical Philosopher -- 3. Wittgenstein as Educator -- 4. Wittgenstein's Philosophy: Viva Voce -- 5. Wittgenstein's Hut -- 6. Slow Learning and the Multiplicity of Meaning -- 7. Elucidation in Transition of Wittgenstein's Philosophy -- 8. Wittgenstein's Metaphors and His Pedagogical Philosophy -- 9. Imagination and Reality -- 10. Do Your Exercises: Reader Participation in Wittgenstein's Investigations -- 11. "A Spontaneous Following": Wittgenstein, Education and the Limits of Trust -- 12. Seeing Connections: From Cats and Classes to Characteristics and Cultures -- 13. Wittgenstein, Cavell and the Register of Philosophy: Discerning Seriousness and Triviality in Drama Teaching -- Part III. Wittgenstein in Dialogue with Other Thinkers -- 14. Wittgenstein's Trials, Teaching and Cavell's Romantic 'Figure of the Child' -- 15. Wittgenstein, Education and Contemporary American Philosophy -- 16. "This is simply what I do.": On the relevance of Wittgenstein's Alleged Conservatism and the Debate about Cavell's Legacy for Children and Grown-Ups -- 17. This is simply what I do too: A Response to Paul Smeyers -- 18. On "the temptation to attack common sense" -- 19. Learning Politics by Means of Examples -- 20. Wittgenstein and Foucault: The Limits and Possibilities of Constructivism -- 21. Wittgenstein and Classical Pragmatism -- 22. The Weight of Dogmatism: Investigating "Learning" in Dewey's Pragmatism and Wittgenstein's Ordinary Language Philosophy -- 23. How Should We Recognize the Otherness of Learner?: Hegelian and Wittgensteinian Views.-24. Liberation from Solitude: Wittgenstein on Human Finitude and Possibility -- 25. Wittgenstein and Philosophy of Education: A Feminist Re-Assessment.-26. Meditating with Wittgenstein: Constructing and Deconstructing the Language Games of Masculinity -- 27. Meditation on Wittgenstein and Education -- Part IV. Training, Learning and Education -- 28. Wittgenstein, Learning and the Expressive Formation of Emotions -- 29. Wittgenstein and the Path of Learning -- 30. Pedagogy and the Second Person -- 31. Engagement, Expression, and Initiation -- 32. Wittgenstein and Judging the Soundness of Curriculum Reforms: Investigating the Math Wars -- 33. Language and Mathematical Formation -- 34. Wittgenstein, Dewey, and Mathematics Education in Sweden -- 35. &c. -- 36. Can an Ape become your co-author? Reflections on Becoming as a Presupposition of Teaching -- 37. Something Animal? Wittgenstein, Language, and Instinct -- 38. Universal Grammar: Wittgenstein versus Chomsky -- 39. Learning without Storing: Wittgenstein's Cognitive Science of Learning and Memory -- 40. How Scientific Frameworks 'frame parents': Wittgenstein on the Import of Changing Language-games -- 41. Professional Learning and Wittgenstein: A Learning Paradox Emerges -- 42. Wittgenstein on Teaching and Learning the Rules: Taking him at his word -- 43. And if L. Wittgenstein helped us to think differently about Teacher Education? -- 44. More Insight into the Understanding of a Movement: Using Wittgenstein for Dance Education -- 45. "Not to explain, but to accept": Wittgenstein and the Pedagogic Potential of Film -- Part V. Religious & Moral Education -- 46. The Learner as Teacher -- 47. Imagining Philosophy of Religion Differently: Interdisciplinary Wittgensteinian Approaches -- 48. To Think for Oneself: Philosophy as the Unravelling of Moral Responsibility -- 49. Wittgenstein and Therapeutic Education -- 50. Clarifying Conversations: Understanding Cultural Difference in Philosophical Education. Tipo de medio : Computadora Summary : This book, bringing together contributions by forty-five authors from fourteen countries, represents mostly new material from both emerging and seasoned scholars in the field of philosophy of education. Topics range widely both within and across the four parts of the book: Wittgenstein's biography and style as an educator and philosopher, illustrating the pedagogical dimensions of his early and late philosophy; Wittgenstein's thought and methods in relation to other philosophers such as Cavell, Dewey, Foucault, Hegel and the Buddha; contrasting investigations of training in relation to initiation into forms of life, emotions, mathematics and the arts (dance, poetry, film, and drama), including questions from theory of mind (nativism vs. initiation into social practices), neuroscience, primate studies, constructivism and relativity; and the role of Wittgenstein's philosophy in religious studies and moral philosophy, as well as their profound impact on his own life. This collection explores Wittgenstein not so much as a philosopher who provides a method for teaching or analyzing educational concepts but rather as one who approaches philosophical questions from a pedagogical point of view. Wittgenstein's philosophy is essentially pedagogical: he provides pictures, drawings, analogies, similes, jokes, equations, dialogues with himself, questions and wrong answers, experiments and so on, as a means of shifting our thinking, or of helping us escape the pictures that hold us captive. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] A Companion to Wittgenstein on Education : Pedagogical Investigations [documento electrónico] / Peters, Michael A., ; Stickney, Jeff, . - 1 ed. . - Singapore [Malasia] : Springer, 2017 . - XXXIX, 782 p.
ISBN : 978-981-10-3136-6
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos.
Idioma : Inglés (eng)
Palabras clave: Aprendizaje PsicologÃa de FilosofÃa PsicologÃa Instruccional Historia de la FilosofÃa Clasificación: 370.1 Resumen: Este libro, que reúne contribuciones de cuarenta y cinco autores de catorce paÃses, representa en su mayor parte material nuevo de académicos tanto emergentes como experimentados en el campo de la filosofÃa de la educación. Los temas varÃan ampliamente tanto dentro como a lo largo de las cuatro partes del libro: la biografÃa y el estilo de Wittgenstein como educador y filósofo, que ilustran las dimensiones pedagógicas de su filosofÃa temprana y tardÃa; el pensamiento y los métodos de Wittgenstein en relación con otros filósofos como Cavell, Dewey, Foucault, Hegel y Buda; investigaciones contrastantes de la formación en relación con la iniciación en formas de vida, emociones, matemáticas y artes (danza, poesÃa, cine y teatro), incluidas cuestiones de la teorÃa de la mente (nativismo versus iniciación en prácticas sociales), neurociencia, estudios de primates. , constructivismo y relatividad; y el papel de la filosofÃa de Wittgenstein en los estudios religiosos y la filosofÃa moral, asà como su profundo impacto en su propia vida. Esta colección explora a Wittgenstein no tanto como un filósofo que proporciona un método para enseñar o analizar conceptos educativos sino más bien como alguien que aborda cuestiones filosóficas desde un punto de vista pedagógico. La filosofÃa de Wittgenstein es esencialmente pedagógica: proporciona imágenes, dibujos, analogÃas, sÃmiles, chistes, ecuaciones, diálogos consigo mismo, preguntas y respuestas incorrectas, experimentos, etc., como medio para cambiar nuestro pensamiento o para ayudarnos a escapar de las imágenes que nos rodean. mantenernos cautivos. Nota de contenido: Part I. Introduction -- 1. Journeys with Wittgenstein: Assembling Sketches of a Philosophical Landscape -- Part II. Biographical and Stylistic Investigations -- 2. Subjectivity After Descartes: Wittgenstein as a Pedagogical Philosopher -- 3. Wittgenstein as Educator -- 4. Wittgenstein's Philosophy: Viva Voce -- 5. Wittgenstein's Hut -- 6. Slow Learning and the Multiplicity of Meaning -- 7. Elucidation in Transition of Wittgenstein's Philosophy -- 8. Wittgenstein's Metaphors and His Pedagogical Philosophy -- 9. Imagination and Reality -- 10. Do Your Exercises: Reader Participation in Wittgenstein's Investigations -- 11. "A Spontaneous Following": Wittgenstein, Education and the Limits of Trust -- 12. Seeing Connections: From Cats and Classes to Characteristics and Cultures -- 13. Wittgenstein, Cavell and the Register of Philosophy: Discerning Seriousness and Triviality in Drama Teaching -- Part III. Wittgenstein in Dialogue with Other Thinkers -- 14. Wittgenstein's Trials, Teaching and Cavell's Romantic 'Figure of the Child' -- 15. Wittgenstein, Education and Contemporary American Philosophy -- 16. "This is simply what I do.": On the relevance of Wittgenstein's Alleged Conservatism and the Debate about Cavell's Legacy for Children and Grown-Ups -- 17. This is simply what I do too: A Response to Paul Smeyers -- 18. On "the temptation to attack common sense" -- 19. Learning Politics by Means of Examples -- 20. Wittgenstein and Foucault: The Limits and Possibilities of Constructivism -- 21. Wittgenstein and Classical Pragmatism -- 22. The Weight of Dogmatism: Investigating "Learning" in Dewey's Pragmatism and Wittgenstein's Ordinary Language Philosophy -- 23. How Should We Recognize the Otherness of Learner?: Hegelian and Wittgensteinian Views.-24. Liberation from Solitude: Wittgenstein on Human Finitude and Possibility -- 25. Wittgenstein and Philosophy of Education: A Feminist Re-Assessment.-26. Meditating with Wittgenstein: Constructing and Deconstructing the Language Games of Masculinity -- 27. Meditation on Wittgenstein and Education -- Part IV. Training, Learning and Education -- 28. Wittgenstein, Learning and the Expressive Formation of Emotions -- 29. Wittgenstein and the Path of Learning -- 30. Pedagogy and the Second Person -- 31. Engagement, Expression, and Initiation -- 32. Wittgenstein and Judging the Soundness of Curriculum Reforms: Investigating the Math Wars -- 33. Language and Mathematical Formation -- 34. Wittgenstein, Dewey, and Mathematics Education in Sweden -- 35. &c. -- 36. Can an Ape become your co-author? Reflections on Becoming as a Presupposition of Teaching -- 37. Something Animal? Wittgenstein, Language, and Instinct -- 38. Universal Grammar: Wittgenstein versus Chomsky -- 39. Learning without Storing: Wittgenstein's Cognitive Science of Learning and Memory -- 40. How Scientific Frameworks 'frame parents': Wittgenstein on the Import of Changing Language-games -- 41. Professional Learning and Wittgenstein: A Learning Paradox Emerges -- 42. Wittgenstein on Teaching and Learning the Rules: Taking him at his word -- 43. And if L. Wittgenstein helped us to think differently about Teacher Education? -- 44. More Insight into the Understanding of a Movement: Using Wittgenstein for Dance Education -- 45. "Not to explain, but to accept": Wittgenstein and the Pedagogic Potential of Film -- Part V. Religious & Moral Education -- 46. The Learner as Teacher -- 47. Imagining Philosophy of Religion Differently: Interdisciplinary Wittgensteinian Approaches -- 48. To Think for Oneself: Philosophy as the Unravelling of Moral Responsibility -- 49. Wittgenstein and Therapeutic Education -- 50. Clarifying Conversations: Understanding Cultural Difference in Philosophical Education. Tipo de medio : Computadora Summary : This book, bringing together contributions by forty-five authors from fourteen countries, represents mostly new material from both emerging and seasoned scholars in the field of philosophy of education. Topics range widely both within and across the four parts of the book: Wittgenstein's biography and style as an educator and philosopher, illustrating the pedagogical dimensions of his early and late philosophy; Wittgenstein's thought and methods in relation to other philosophers such as Cavell, Dewey, Foucault, Hegel and the Buddha; contrasting investigations of training in relation to initiation into forms of life, emotions, mathematics and the arts (dance, poetry, film, and drama), including questions from theory of mind (nativism vs. initiation into social practices), neuroscience, primate studies, constructivism and relativity; and the role of Wittgenstein's philosophy in religious studies and moral philosophy, as well as their profound impact on his own life. This collection explores Wittgenstein not so much as a philosopher who provides a method for teaching or analyzing educational concepts but rather as one who approaches philosophical questions from a pedagogical point of view. Wittgenstein's philosophy is essentially pedagogical: he provides pictures, drawings, analogies, similes, jokes, equations, dialogues with himself, questions and wrong answers, experiments and so on, as a means of shifting our thinking, or of helping us escape the pictures that hold us captive. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Education and Technological Unemployment / Peters, Michael A. ; Jandrić, Petar ; Means, Alexander J.
TÃtulo : Education and Technological Unemployment Tipo de documento: documento electrónico Autores: Peters, Michael A., ; Jandrić, Petar, ; Means, Alexander J., Mención de edición: 1 ed. Editorial: Singapore [Malasia] : Springer Fecha de publicación: 2019 Número de páginas: XIII, 354 p. 2 ilustraciones, 1 ilustraciones en color. ISBN/ISSN/DL: 978-981-1362255-- Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Educación y estado Computadoras y civilización PolÃtica y polÃtica educativa Computadoras y sociedad FilosofÃa de la educación Clasificación: 379 Educación (Asuntos de política pública) Resumen: Este libro examina el desafÃo de acelerar la automatización y sostiene que contrarrestar este desafÃo y adaptarse a él requiere nuevas perspectivas metodológicas, filosóficas, cientÃficas, sociológicas, económicas, éticas y polÃticas que repiensen fundamentalmente las categorÃas de trabajo y educación. Lo que se requiere es voluntad polÃtica y visión social para responder a la pregunta: ¿Cuál es el papel de la educación en una era digital caracterizada por un potencial desempleo tecnológico masivo? Las tecnologÃas actuales están empezando a costar más puestos de trabajo de los que crean, y esta tendencia continuará. Ha habido muchas propuestas de solución a este problema, e invariablemente involucran una visión educativa. Sin embargo, en un mundo que simplemente no ofrece suficiente trabajo para todos, la educación claramente no es una panacea para el desempleo tecnológico. Esta colección presenta respuestas a esta pregunta desde un amplio espectro de disciplinas, que incluyen, entre otras, estudios de educación, filosofÃa, historia, polÃtica, sociologÃa, psicologÃa y economÃa. Nota de contenido: 1 Introduction: Technological unemployment and the future of work -- The Postdigital Fragmentation of Education and Work -- 2 'Intelligent Capitalism' and the disappearance of labour: Whitherto Education? -- 3 The lack of work and the contemporary university -- 4 On autonomy and the technological abolition of academic labour -- 5 Transdisciplinary engagement with enforced dependency: A platform for higher education to address crises in employment, sustainability, and democracy in technological society -- 6 Is entrepreneurial education the solution to the automation revolution? -- 7 Technological unemployment and psychological wellbeing: Curse or benefit? -- 8 Technological unemployment as a test of the added value of being human -- What can Places of Learning really do about the Future of Work? -- 9 The curious promise of educationalising technological unemployment: What can places of learning really do about the future of work? -- 10 Acceleration, automation and pedagogy: How the prospect of technological unemployment creates new conditions for educational thought -- 11 Educating for a workless society: Technological advance, mass unemployment and meaningful jobs -- 12 'Employable posthumans': Developing HE policies that strengthen human technological collaboration not separation -- 13 Career guidance and the changing world of work: Contesting responsibilising notions of the future -- 14 Graduate employability (GE) paradigm shift: Towards greater socio-emotional and eco-technological relationalities of graduates' futures -- 15 Care amidst and beyond technological unemployment -- Education in a Workless Society -- 16 A wantless, workless world: How the origins of the unviersity can inform its future -- 17 Education for a post-work future: Automation, precarity, and stagnation -- 18 The refusal of work, the liberation of time, and the convivial university -- 19 Moving beyond microwork: Rebundling digital education and reterritorialising digital labour -- 20 The 'Creative, Problem-SolvingEntrepreneur': Alternative futures for education in the age of machine learning? -- 21 Towards epistemic health: On Stiegler, Education and the era of technological unemployment -- 22 Education as utopian method: Reimagining education for a post-alienated labor world -- 23 Afterword: On education and technological unemployment. Tipo de medio : Computadora Summary : This book examines the challenge of accelerating automation, and argues that countering and adapting to this challenge requires new methodological, philosophical, scientific, sociological, economic, ethical, and political perspectives that fundamentally rethink the categories of work and education. What is required is political will and social vision to respond to the question: What is the role of education in a digital age characterized by potential mass technological unemployment? Today's technologies are beginning to cost more jobs than they create – and this trend will continue. There have been many proposed solutions to this problem, and they invariably involve an educational vision. Yet, in a world that simply doesn't offer enough work for everyone, education is clearly not a panacea for technological unemployment. This collection presents responses to this question from a wide spectrum of disciplines, including but not limited to education studies, philosophy, history, politics, sociology, psychology, and economics. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Education and Technological Unemployment [documento electrónico] / Peters, Michael A., ; Jandrić, Petar, ; Means, Alexander J., . - 1 ed. . - Singapore [Malasia] : Springer, 2019 . - XIII, 354 p. 2 ilustraciones, 1 ilustraciones en color.
ISBN : 978-981-1362255--
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos.
Idioma : Inglés (eng)
Palabras clave: Educación y estado Computadoras y civilización PolÃtica y polÃtica educativa Computadoras y sociedad FilosofÃa de la educación Clasificación: 379 Educación (Asuntos de política pública) Resumen: Este libro examina el desafÃo de acelerar la automatización y sostiene que contrarrestar este desafÃo y adaptarse a él requiere nuevas perspectivas metodológicas, filosóficas, cientÃficas, sociológicas, económicas, éticas y polÃticas que repiensen fundamentalmente las categorÃas de trabajo y educación. Lo que se requiere es voluntad polÃtica y visión social para responder a la pregunta: ¿Cuál es el papel de la educación en una era digital caracterizada por un potencial desempleo tecnológico masivo? Las tecnologÃas actuales están empezando a costar más puestos de trabajo de los que crean, y esta tendencia continuará. Ha habido muchas propuestas de solución a este problema, e invariablemente involucran una visión educativa. Sin embargo, en un mundo que simplemente no ofrece suficiente trabajo para todos, la educación claramente no es una panacea para el desempleo tecnológico. Esta colección presenta respuestas a esta pregunta desde un amplio espectro de disciplinas, que incluyen, entre otras, estudios de educación, filosofÃa, historia, polÃtica, sociologÃa, psicologÃa y economÃa. Nota de contenido: 1 Introduction: Technological unemployment and the future of work -- The Postdigital Fragmentation of Education and Work -- 2 'Intelligent Capitalism' and the disappearance of labour: Whitherto Education? -- 3 The lack of work and the contemporary university -- 4 On autonomy and the technological abolition of academic labour -- 5 Transdisciplinary engagement with enforced dependency: A platform for higher education to address crises in employment, sustainability, and democracy in technological society -- 6 Is entrepreneurial education the solution to the automation revolution? -- 7 Technological unemployment and psychological wellbeing: Curse or benefit? -- 8 Technological unemployment as a test of the added value of being human -- What can Places of Learning really do about the Future of Work? -- 9 The curious promise of educationalising technological unemployment: What can places of learning really do about the future of work? -- 10 Acceleration, automation and pedagogy: How the prospect of technological unemployment creates new conditions for educational thought -- 11 Educating for a workless society: Technological advance, mass unemployment and meaningful jobs -- 12 'Employable posthumans': Developing HE policies that strengthen human technological collaboration not separation -- 13 Career guidance and the changing world of work: Contesting responsibilising notions of the future -- 14 Graduate employability (GE) paradigm shift: Towards greater socio-emotional and eco-technological relationalities of graduates' futures -- 15 Care amidst and beyond technological unemployment -- Education in a Workless Society -- 16 A wantless, workless world: How the origins of the unviersity can inform its future -- 17 Education for a post-work future: Automation, precarity, and stagnation -- 18 The refusal of work, the liberation of time, and the convivial university -- 19 Moving beyond microwork: Rebundling digital education and reterritorialising digital labour -- 20 The 'Creative, Problem-SolvingEntrepreneur': Alternative futures for education in the age of machine learning? -- 21 Towards epistemic health: On Stiegler, Education and the era of technological unemployment -- 22 Education as utopian method: Reimagining education for a post-alienated labor world -- 23 Afterword: On education and technological unemployment. Tipo de medio : Computadora Summary : This book examines the challenge of accelerating automation, and argues that countering and adapting to this challenge requires new methodological, philosophical, scientific, sociological, economic, ethical, and political perspectives that fundamentally rethink the categories of work and education. What is required is political will and social vision to respond to the question: What is the role of education in a digital age characterized by potential mass technological unemployment? Today's technologies are beginning to cost more jobs than they create – and this trend will continue. There have been many proposed solutions to this problem, and they invariably involve an educational vision. Yet, in a world that simply doesn't offer enough work for everyone, education is clearly not a panacea for technological unemployment. This collection presents responses to this question from a wide spectrum of disciplines, including but not limited to education studies, philosophy, history, politics, sociology, psychology, and economics. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]
TÃtulo : Encyclopedia of Educational Philosophy and Theory Tipo de documento: documento electrónico Autores: Peters, Michael A., Mención de edición: 1 ed. Editorial: Singapore [Malasia] : Springer Fecha de publicación: 2017 Número de páginas: 34 ilustraciones, 19 ilustraciones en color. eReference. ISBN/ISSN/DL: 978-981-287-588-4 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Educación y estado FilosofÃa de la educación PolÃtica y polÃtica educativa Clasificación: 370.1 Resumen: Esta enciclopedia es una referencia dinámica y un lugar de estudio para estudiantes, profesores, investigadores y profesionales en el campo de la educación, la filosofÃa y las ciencias sociales, que ofrece entradas cortas y largas sobre temas de interés teórico y práctico en la teorÃa y la filosofÃa de la educación escritas por académicos autorizados a nivel mundial. representando el ámbito completo de la educación como un campo global de conocimiento y experiencia en rápida expansión. Esta es una enciclopedia verdaderamente global y, si bien se centra principalmente en la tradición occidental, también es respetuosa y representativa de otras tradiciones de conocimiento. Profesa comprender la globalización del conocimiento. Es único en el sentido de que se basa en orientaciones teóricas y enfoques de los principales conceptos y teorÃas de la educación, aprovechando la variedad de disciplinas de las ciencias sociales. La enciclopedia privilegia la "teorÃa de la práctica", reconociendo que la educación como disciplina y actividad es principalmente un conjunto de prácticas profesionales que implica inherentemente cuestiones de poder y experiencia para la transmisión, socialización y debate crÃtico de normas y valores en competencia. Nota de contenido: Adult education -- Aesthetic education -- Aims of Education -- Analytical Philosophy of Education -- Anti-Racist Education -- Art Education -- Assessment theory -- Citizenship Education -- Cognitive Development -- Comparative Education -- Critical Theory -- Critical Pedagogy -- Curriculum Development -- Curriculum Theory -- Classroom Management -- Cosmopolitanism -- Discipline and Punishment -- Drama Education -- Early Childhood Education -- Educational Administration -- Educational Measurement and Testing -- Educational Research -- Educational Theory -- Educational Planning -- Economics of Education -- Equality, Rights and Citizenship -- Environmental Education -- Ethics -- Epistemology -- Evaluation, Educational -- Feminism and Education -- Globalization -- Hermeneutics and Education -- Higher Education -- Human Capital Theory -- Human Rights Education -- Indigenous Education -- International Education -- International Development -- Islamic Education -- Learning -- Learning Theories -- Learning analytics -- Liberal Education -- Humanism -- Identity Theory -- Leadership, Educational -- Management Education -- Managerialism -- Marxist theories of Education -- Mathematics Education -- Media Studies and Education -- Moral Education -- Multiculturalism -- Neoliberalism -- Psychology, Educational -- Philosophy of Education -- Philosophers of Education -- Pedagogy -- Policy, Educational -- Political Economy of Education -- Poststructuralism -- Postmodernism -- Postcolonialism -- Postindustrialism -- Pragmatism -- Psychoanalysis -- Religious Education -- Science Education -- Statistics in Education -- Theories of Teaching -- Teacher Education -- Technology, Educational -- Vocational Education. Tipo de medio : Computadora Summary : This encyclopaedia is a dynamic reference and study place for students, teachers, researchers and professionals in the field of education, philosophy and social sciences, offering both short and long entries on topics of theoretical and practical interest in educational theory and philosophy by authoritative world scholars representing the full ambit of education as a rapidly expanding global field of knowledge and expertise. This is an encyclopaedia that is truly global and while focused mainly on the Western tradition is also respectful and representative of other knowledge traditions. It professes to understand the globalization of knowledge. It is unique in the sense that it is based on theoretical orientations and approaches to the main concepts and theories in education, drawing on the range of disciplines in the social sciences. The encyclopaedia privileges the "theory of practice", recognizing that education as a discipline and activity is mainly a set of professional practicesthat inherently involves questions of power and expertise for the transmission, socialization and critical debate of competing norms and values. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Encyclopedia of Educational Philosophy and Theory [documento electrónico] / Peters, Michael A., . - 1 ed. . - Singapore [Malasia] : Springer, 2017 . - 34 ilustraciones, 19 ilustraciones en color. eReference.
ISBN : 978-981-287-588-4
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos.
Idioma : Inglés (eng)
Palabras clave: Educación y estado FilosofÃa de la educación PolÃtica y polÃtica educativa Clasificación: 370.1 Resumen: Esta enciclopedia es una referencia dinámica y un lugar de estudio para estudiantes, profesores, investigadores y profesionales en el campo de la educación, la filosofÃa y las ciencias sociales, que ofrece entradas cortas y largas sobre temas de interés teórico y práctico en la teorÃa y la filosofÃa de la educación escritas por académicos autorizados a nivel mundial. representando el ámbito completo de la educación como un campo global de conocimiento y experiencia en rápida expansión. Esta es una enciclopedia verdaderamente global y, si bien se centra principalmente en la tradición occidental, también es respetuosa y representativa de otras tradiciones de conocimiento. Profesa comprender la globalización del conocimiento. Es único en el sentido de que se basa en orientaciones teóricas y enfoques de los principales conceptos y teorÃas de la educación, aprovechando la variedad de disciplinas de las ciencias sociales. La enciclopedia privilegia la "teorÃa de la práctica", reconociendo que la educación como disciplina y actividad es principalmente un conjunto de prácticas profesionales que implica inherentemente cuestiones de poder y experiencia para la transmisión, socialización y debate crÃtico de normas y valores en competencia. Nota de contenido: Adult education -- Aesthetic education -- Aims of Education -- Analytical Philosophy of Education -- Anti-Racist Education -- Art Education -- Assessment theory -- Citizenship Education -- Cognitive Development -- Comparative Education -- Critical Theory -- Critical Pedagogy -- Curriculum Development -- Curriculum Theory -- Classroom Management -- Cosmopolitanism -- Discipline and Punishment -- Drama Education -- Early Childhood Education -- Educational Administration -- Educational Measurement and Testing -- Educational Research -- Educational Theory -- Educational Planning -- Economics of Education -- Equality, Rights and Citizenship -- Environmental Education -- Ethics -- Epistemology -- Evaluation, Educational -- Feminism and Education -- Globalization -- Hermeneutics and Education -- Higher Education -- Human Capital Theory -- Human Rights Education -- Indigenous Education -- International Education -- International Development -- Islamic Education -- Learning -- Learning Theories -- Learning analytics -- Liberal Education -- Humanism -- Identity Theory -- Leadership, Educational -- Management Education -- Managerialism -- Marxist theories of Education -- Mathematics Education -- Media Studies and Education -- Moral Education -- Multiculturalism -- Neoliberalism -- Psychology, Educational -- Philosophy of Education -- Philosophers of Education -- Pedagogy -- Policy, Educational -- Political Economy of Education -- Poststructuralism -- Postmodernism -- Postcolonialism -- Postindustrialism -- Pragmatism -- Psychoanalysis -- Religious Education -- Science Education -- Statistics in Education -- Theories of Teaching -- Teacher Education -- Technology, Educational -- Vocational Education. Tipo de medio : Computadora Summary : This encyclopaedia is a dynamic reference and study place for students, teachers, researchers and professionals in the field of education, philosophy and social sciences, offering both short and long entries on topics of theoretical and practical interest in educational theory and philosophy by authoritative world scholars representing the full ambit of education as a rapidly expanding global field of knowledge and expertise. This is an encyclopaedia that is truly global and while focused mainly on the Western tradition is also respectful and representative of other knowledge traditions. It professes to understand the globalization of knowledge. It is unique in the sense that it is based on theoretical orientations and approaches to the main concepts and theories in education, drawing on the range of disciplines in the social sciences. The encyclopaedia privileges the "theory of practice", recognizing that education as a discipline and activity is mainly a set of professional practicesthat inherently involves questions of power and expertise for the transmission, socialization and critical debate of competing norms and values. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]
TÃtulo : Knowledge Socialism : The Rise of Peer Production: Collegiality, Collaboration, and Collective Intelligence Tipo de documento: documento electrónico Autores: Peters, Michael A., ; Besley, Tina, ; Jandrić, Petar, ; Zhu, Xudong, Mención de edición: 1 ed. Editorial: Singapore [Malasia] : Springer Fecha de publicación: 2020 Número de páginas: VIII, 325 p. 1 ilustraciones ISBN/ISSN/DL: 978-981-1381263-- Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: EconomÃa de la educación Clasificación: 370.1 Resumen: Esta es la primera colección que se centra en el socialismo del conocimiento, un término especialmente adecuado para describir un modo de producción socialista chino y un enfoque socialista del desarrollo y la modernidad basado en el auge de la producción entre pares, nuevas formas de colaboración e inteligencia colectiva. El libro, que defiende el socialismo del conocimiento, está dirigido a estudiantes, profesores, académicos y teóricos de polÃticas en el campo de la economÃa del conocimiento. Nota de contenido: the rise of peer production -- the history of peer review -- openness - open science, open access -- the model of open knowledge production -- cognitive capitalism -- knowledge capitalism -- knowledge cultures -- forms of collegiality -- creative labour vs human capitalism -- collective intelligence -- social innovation. Tipo de medio : Computadora Summary : This is the first collection focusing on knowledge socialism, a particularly apt term used to describe a Chinese socialist mode of production and socialist approach to development and modernity based around the rise of peer production, new forms of collaboration and collective intelligence. Making the case for knowledge socialism, the book is intended for students, teacher, scholars and policy theorists in the field of knowledge economy. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Knowledge Socialism : The Rise of Peer Production: Collegiality, Collaboration, and Collective Intelligence [documento electrónico] / Peters, Michael A., ; Besley, Tina, ; Jandrić, Petar, ; Zhu, Xudong, . - 1 ed. . - Singapore [Malasia] : Springer, 2020 . - VIII, 325 p. 1 ilustraciones.
ISBN : 978-981-1381263--
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos.
Idioma : Inglés (eng)
Palabras clave: EconomÃa de la educación Clasificación: 370.1 Resumen: Esta es la primera colección que se centra en el socialismo del conocimiento, un término especialmente adecuado para describir un modo de producción socialista chino y un enfoque socialista del desarrollo y la modernidad basado en el auge de la producción entre pares, nuevas formas de colaboración e inteligencia colectiva. El libro, que defiende el socialismo del conocimiento, está dirigido a estudiantes, profesores, académicos y teóricos de polÃticas en el campo de la economÃa del conocimiento. Nota de contenido: the rise of peer production -- the history of peer review -- openness - open science, open access -- the model of open knowledge production -- cognitive capitalism -- knowledge capitalism -- knowledge cultures -- forms of collegiality -- creative labour vs human capitalism -- collective intelligence -- social innovation. Tipo de medio : Computadora Summary : This is the first collection focusing on knowledge socialism, a particularly apt term used to describe a Chinese socialist mode of production and socialist approach to development and modernity based around the rise of peer production, new forms of collaboration and collective intelligence. Making the case for knowledge socialism, the book is intended for students, teacher, scholars and policy theorists in the field of knowledge economy. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]
PermalinkPermalinkPermalinkPermalinkPermalink
