TY - BOOK ID - 4864117 TI - Holistic Pedagogy : The Self and Quality Willed Learning AU - Ricci, Carlo. AU - Pritscher, Conrad P. PY - 2015 SN - 9783319149448 3319149431 9783319149431 331914944X PB - Cham : Springer International Publishing : Imprint: Springer, DB - UniCat KW - Education. KW - Learning & Instruction. KW - Teaching and Teacher Education. KW - Education KW - Education -- Aims and objectives. KW - Education, Humanistic. KW - Learning. KW - Social Sciences KW - Education, Special Topics KW - Theory & Practice of Education KW - Aims and objectives. KW - Aims and objectives of education KW - Educational aims and objectives KW - Educational goals KW - Educational objectives KW - Educational purposes KW - Goals, Educational KW - Instructional objectives KW - Objectives, Educational KW - Purposes, Educational KW - Education, Liberal KW - Humanistic education KW - Liberal arts education KW - Liberal education KW - Teaching. KW - Educational sociology KW - Classical education KW - Instruction. KW - Didactics KW - Instruction KW - Pedagogy KW - School teaching KW - Schoolteaching KW - Instructional systems KW - Pedagogical content knowledge KW - Training KW - Learning process KW - Comprehension UR - https://www.unicat.be/uniCat?func=search&query=sysid:4864117 AB - 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. ER -