Holistic Pedagogy: The Self and Quality Willed Learning (Critical Studies of Education Book 1)

This book illuminates what must always be at the heart of powerful schooling and authentic learning. Its focus is on free learning, with an emphasis on early East Asian thought as a vehicle through which learning may emerge. The volume describes learning as helping the learner become more conscious, more aware. As such the authors explain how quality learning encompasses all learning that is chosen by the learner. It is non-judgmental and their idea is that if learning is done by choice then direct harm will be mitigated because quality, willed learning is not just about the individual, but includes others it is community focused as well as self-determined. In the first part of the volume the authors look specifically at how quality willed learning can inform the state and how it can protect the rights of children. The second part looks at what quality willed learning can mean to leaders. In the last part the authors look at what it can mean for teachers and finally what it can mean for the learners themselves.--[Source inconnue] Front Matter....Pages i-xv Front Matter....Pages 1-1 Getting It....Pages 3-18 Another Major Problem....Pages 19-25 The Process of Coming to Know....Pages 27-38 Structuring Learning....Pages 39-50 Quality Learning and Productive Perplexity....Pages 51-61 Throwing Tea in Schooling’s Harbor....Pages 63-80 Instructions for Instructing....Pages 81-84 Quality Teaching and Uncommon Ways....Pages 85-94 “It” Is Difficult to Say....Pages 95-111 Front Matter....Pages 113-113 Introduction to Part II....Pages 115-120 The Path Towards Democracy: Holistic Education and Critical Pedagogy....Pages 121-127 Ricci as a Schooling Victim....Pages 129-138 Students as Victims....Pages 139-152 Teacher Candidates as Victim and Rewarding the Obedient: What Is Really Being Taught at the Faculties of Education? An Experiential Account....Pages 153-158 Professors as Victim: The Poor Review Process....Pages 159-165 We Are All Victims: The Marking Game....Pages 167-173 Front Matter....Pages 175-175 Quality Willed Learning and the Nation State....Pages 177-192 Quality Willed Learning and Leadership....Pages 193-197 Quality Willed Learning and Teachers, Parents, and Learners....Pages 199-215 Conclusion and Freeing the Victims....Pages 217-226 Annotation This bookilluminates what must always be at the heart of powerful schooling and authentic learning. Its focus is on free learning, with an emphasis on early East Asian thought as a vehicle through which learning may emerge. The volume describes learning ashelping the learnerbecome more conscious, more aware. As such the authors explain howquality learning encompasses all learning that is chosen by the learner. It is non-judgmental and their idea is that if learning is done by choice then direct harm will be mitigated because quality, willed learning is not just about the individual, but includes others -- it is community focused as well as self-determined. In the first part of the volume the authors look specifically at how quality willed learning can inform the state and how it can protect the rights of children. The second part looks at what quality willed learning can mean to leaders. Inthe last partthe authorslook at what it can mean for teachers and finally what it can mean for the learners themselves This book illuminates what must always be at the heart of powerful schooling and authentic learning. Its focus is on free learning, with an emphasis on early East Asian thought as a vehicle through which learning may emerge. The volume describes learning as helping the learner become more conscious, more aware. As such the authors explain how quality learning encompasses all learning that is chosen by the learner. It is non-judgmental and their idea is that if learning is done by choice then direct harm will be mitigated because quality, willed learning is not just about the individual, but includes others ĺl it is community focused as well as self-determined. In the first part of the volume the authors look specifically at how quality willed learning can inform the state and how it can protect the rights of children. The second part looks at what quality willed learning can mean to leaders. In the last part the authors look at what it can mean for teachers and finally what it can mean for the learners themselves