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EDUCATION / Essays. --- EDUCATION / Organizations & Institutions. --- EDUCATION / Reference. --- Education --- Education --- Philosophy. --- Philosophy. --- Nietzsche, Friedrich Wilhelm, --- Nietzsche, Friedrich Wilhelm,

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This book poses and answers two questions: (a) whether it is possible for the science of education to develop into a discipline that could constructively impact the education of students and, if so (b) what type of research would be required for this transformation.

Education --- Education --- Éducation --- Sciences de l'éducation. --- EDUCATION / Essays. --- EDUCATION / Organizations & Institutions. --- EDUCATION / Reference. --- Education --- Education --- Research. --- Study and teaching. --- Recherche. --- Research. --- Study and teaching.

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In an increasingly complex world the natural human inclination is to oversimplify issues and problems to make them seem more comprehensible and less threatening. This tendency usually generates forms of dogmatism that diminish our ability to think creatively and to develop worthy talents. Fortunately, complexity theory is giving us ways to make sense of intricate, evolving phenomena. This book represents a broad, interdisciplinary application of complexity theory to a wide variety of phenomena in general education, STEM education, learner diversity and special education, social-emotional development, organizational leadership, urban planning, and the history of philosophy. The contributors provide nuanced analyses of the structures and dynamics of complex adaptive systems in these academic and professional fields.

Complexity (Philosophy). --- Creative thinking. --- Education. --- EDUCATION -- Essays. --- Education --- Sociology & Social History --- Social Sciences --- Social Change --- Education - General --- Complex organizations. --- Secondary groups --- Education, general. --- Organizational sociology --- Interorganizational relations --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Complexity (Philosophy) --- Philosophy --- Emergence (Philosophy) --- Creative thinking (Education) --- Creative ability --- Thought and thinking

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This book explores the complexity of communication and understanding as a possible asset in formal education rather than a problem that needs to be “fixed”. The authors examine the question and experience as pedagogical tools, challenging readers to play the critic and ask hard questions, beginning with: Why do the ideas discussed within the book matter? The digital information age with expanding ways of thinking, being, communicating, and learning complicates public education. So, what happens as diverse narratives collide in schools? To answer this question, the authors of this book delve into conflicting assumptions within the framework of complexity sciences and education in an attempt to explore space beyond positivist/anti-positivist debates. This involves examining the role of cultural and aesthetic narratives and cautionary tales as means of acknowledging possibilities in human experiences in education. These possibilities can facilitate praxis, as theory, research, and teaching become reflective practices, and as thinking about education broadens to include diverse methods of understanding and presenting complex phenomena.

Critical pedagogy. --- Education. --- EDUCATION / Essays. --- EDUCATION / Organizations & Institutions. --- Education --- Social Sciences --- Education, Special Topics --- Education - General --- Critical humanism in education --- Radical pedagogy --- Education, general. --- Critical theory --- Popular education --- Transformative learning --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training

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The spread of English as an international language along with the desire to maintain local languages lead us to consider multilingualism as the norm rather than the exception. Consequently, bi/multilingual education has bloomed over the last decades. This volume deals with one such type of education currently in the spotlight as an essentially European strategy to multilingualism, CLIL (Content and Language Integrated Learning), in which curricular content is taught through a foreign language. The book contributes new empirical evidence on its effects on linguistic and attitudinal outcomes focusing on bi/multilingual learners who acquire English as an additional language. Moreover, it presents critical analyses of factors influencing multilingual education, the effects of CLIL on both language and content learning, and the contrast between CLIL and other models of instruction. The research presented suggests that CLIL can greatly enhance language acquisition in multilingual settings.

Education. --- Language Education. --- Learning & Instruction. --- Language and languages. --- Education --- Langage et langues --- EDUCATION / Essays. --- Language and education. --- Multilingual education. --- Social Sciences --- Education, Special Topics --- Educational linguistics --- Language and languages --- Multilingualism --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Linguistics --- Learning. --- Instruction. --- Learning process --- Comprehension --- Learning, Psychology of. --- Instructional Psychology. --- Study and teaching. --- Learning --- Psychology of learning --- Educational psychology --- Learning ability --- Language and languages Study and teaching --- Study and teaching --- Language and education --- Language schools --- Psychological aspects