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Theorie, Methode und Gegenstand sind in der qualitativen Bildungs- und Biographieforschung eng miteinander verflochten. Die Beiträge fragen nach der Gegenstandsangemessenheit von Theorien, nach der Beziehung zwischen Bildungstheorie und qualitativer Empirie sowie nach den Implikationen der Methodenwahl für gegenstandsbezogene Theorien. Der Band dokumentiert den Stand der fachwissenschaftlichen Diskussion zu diesen Fragen in der Erziehungswissenschaft.
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L'ouvrage est destiné à tous ceux qui s'intéressent à la question fondamentale : « Est-ce que j'éduque bien ? » Parents, enseignants, éducateurs, responsables politiques, travailleurs sociaux, chercheurs peuvent y trouver matière à réflexion. Un modèle de besoins psychopédagogiques fondamentaux est présenté. Il tente de prendre en compte les dimensions les plus importantes entrant en jeu dans la construction de l'identité d'un individu : besoins affectifs, cognitifs, sociaux, idéologiques. Il donne donc un contenu — et, en cela, il constitue une véritable innovation — à la réponse à la question précitée. Par ailleurs, les auteurs s'interrogent : « Comment, concrètement, répondre au mieux à ces différents besoins ? » Pour cela, ils proposent un « système pédagogique multiréférentiel et intégré » car ils se sont aperçus que les divers courants de la pensée pédagogique développent spécifiquement un besoin particulier. Ainsi, ils font correspondre une pédagogie à chaque besoin fondamental. Leur proposition — et c'est en cela que leurs propos sont « postmodernes » — est de ne pas privilégier un courant au détriment des autres. Chaque courant apporte des éléments importants. La multiréférence que chaque adulte doit intégrer dans un modèle pédagogique propre est, selon eux, une démarche incontournable. Leur conception de la formation des adultes est de faire de ceux-ci des sujets-acteurs, voire, mieux, des sujets-auteurs de leur projet éducatif. En d'autres termes, on peut dire que complexité éducative et agir communicationnel sont ici au cœur des propositions.
Education --- Educational sociology. --- Education --- Postmodernism and education. --- Philosophy. --- Aims and objectives.
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Education --- Teaching. --- Reflection (Philosophy) --- Postmodernism and education. --- Enseignement --- Réflexion (Philosophie) --- Postmodernisme et éducation --- Philosophy. --- Philosophie --- 37.001 --- -Postmodernism and education --- Reflective teaching --- Teaching --- Teachers --- Education and postmodernism --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Training --- Filosofie van opvoeding en onderwijs --- Philosophy --- Self-rating of --- 37.001 Filosofie van opvoeding en onderwijs --- Réflexion (Philosophie) --- Postmodernisme et éducation --- Postmodernism and education
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Extended critical case studies provide a tangible working expression of the labour process of teaching, showing how teachers are simultaneously experiencing significant changes to their work, as well as responding in ways that actively shape these processes. For teachers and researchers, this book shows what processes are at work in the global economy which impact on, and sometimes control, the role of the teacher. It also reveals how teachers accommodate, resist or redefine their working circumstances, and explores methods researchers might employ in order to increase our understanding and kn
Enseignants --- Faculty (Education) --- Leerkrachten --- Leraars --- Leraren --- Onderwijspersoneel --- Onderwijzend personeel --- Onderwijzers --- Postmodernism and education --- Postmodernisme en onderwijs --- Postmodernisme et enseignement --- Teachers --- #PBIB:2003.3 --- Lerarenopleiding --- algemeen --- algemeen. --- Algemeen. --- Education --- Economic aspects --- Teachers. --- Postmodernism and education. --- Economic aspects. --- Education and postmodernism --- Instructors --- School teachers --- Schoolteachers --- School employees --- labour --- process --- theory --- national --- school --- network --- critical --- ethnography --- power --- educational
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Education --- Postmodernism and education --- Deconstruction --- Postmodernisme et éducation --- Déconstruction --- Research --- Recherche --- Philosophical anthropology --- Teaching --- Philosophy and psychology of culture --- Great Britain --- Cullwick, Hannah --- #PBIB:1999.2 --- Postmodernism --- Book
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Teaching --- Higher education --- Education, Higher --- Universities and colleges --- Postmodernism and education. --- Enseignement supérieur --- Universités --- Postmodernisme et éducation --- Aims and objectives. --- Philosophy. --- Finalités --- Philosophie --- Postmodernism and education --- Aims and objectives --- Philosophy --- #SBIB:316.334.1O224 --- #SBIB:316.334.1O221 --- Organisatie van het onderwijs: school --- Organisatie van het onderwijs: nationaal --- Enseignement supérieur --- Universités --- Postmodernisme et éducation --- Finalités --- Colleges --- Degree-granting institutions --- Higher education institutions --- Higher education providers --- Institutions of higher education --- Postsecondary institutions --- Public institutions --- Schools --- Education and postmodernism --- Education --- Education, Higher - Aims and objectives --- Universities and colleges - Philosophy
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This book has been quite long in the making. In its original format, but with some different chapters, and with the then publisher, it foundered (as did other volumes in the planned series). At the in press stage, when we obviously thought it was going ahead, it was suddenly canned. Quite distraught I closed it away in a desk drawer for a year or so. But then Joy Carp of Kluwer Academic Publishers expressed an interest in it, and we were in business again. Most of the contributors to the original volume have stayed with it, only to be delayed by myself, for a variety of reasons (but see the dedication). I had been writing on Michel Foucault for a number of years but had become concerned about mis-appropriations of his ideas and works in educational literature. I was also concerned about the increasingly intemperate babble in that literature of the notion of postmodernism. Indeed at one major educational conference in North America I listened to a person expounding postmodernism in terms of ‘Destroy, Destroy, Destroy’. Like Michel Foucault I am not quite sure what postmodernism is, but following Mark Poster’s account of poststructuralism - as merely a collective term to catch a number of French thinkers – I thought that what we had to do in education was to look at what particular thinkers had said, and not become involved in vapid discussion at an abstract level on ‘-isms’. Thus the book was conceived.
Education - Philosophy. --- Education --- Poststructuralism --- Postmodernism and education --- Education, Special Topics --- Theory & Practice of Education --- Social Sciences --- Philosophy --- Poststructuralism. --- Postmodernism and education. --- Philosophy. --- Postmodernisme en onderwijs --- Postmodernisme et enseignement --- Poststructuralisme --- Education. --- Modern philosophy. --- Educational sociology. --- Education and sociology. --- Sociology, Educational. --- Educational Philosophy. --- Modern Philosophy. --- Sociology of Education. --- Education, general. --- Philosophy, modern. --- Education—Philosophy. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Modern philosophy --- Aims and objectives
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Education, Higher --- Educational change --- Postmodernism and education --- Enseignement supérieur --- Enseignement --- Education --- Postmodernisme et éducation --- Social aspects --- Congresses --- United States --- Aspect social --- Congrès --- Réforme --- -Education, Higher --- -Educational change --- -Postmodernism and education --- -Education and postmodernism --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational planning --- Educational innovations --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- -Congresses --- Postmodernism and higher education --- Pedagogiek en onderwijskunde --- Congresses. --- moderne schoolsystemen --- -Social aspects --- moderne schoolsystemen. --- Enseignement supérieur --- Postmodernisme et éducation --- Congrès --- Réforme --- Higher education and postmodernism --- Social aspects&delete& --- United States&delete&
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History of philosophy --- Wittgenstein, Ludwig J.J. --- Postmodernism. --- Postmodernism and education --- Education --- Philosophy, Austrian --- Postmodernisme --- Postmodernisme et éducation --- Philosophie autrichienne --- Philosophy. --- Philosophie --- Wittgenstein, Ludwig, --- English philology --- Study and teaching (Higher) --- Wittgenstein, Ludwig --- Postmodernisme et éducation --- English philology - Study and teaching (Higher) - United States. --- Education - Philosophy. --- Wittgenstein, Ludwig, - 1889-1951
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