Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Holistic PedagogyQuality Learning and Productive Perplexity

Holistic Pedagogy: Quality Learning and Productive Perplexity [This chapter continues to explore the holistic pedagogical approach of quality willed learning. Let us agree that successful human beings often love learning, are often curious, open inquirers who are self-determining. If events such as creating, self-determining, openly inquiring are for themselves rather than tools for something else, many have agreed that schools and universities could provide conditions whereby those activities could be developed as a primary goal. For over 100 years schools and universities have been moving more and more in the direction of developing specialties. When a problem arises in a field other than one’s own specialty, one often looks to others to solve the problem. Self-directing people either solve a problem or peacefully and consciously accept problems that are not presently solvable. Teachers and professors don’t often enough notice that they are answering students’ questions before students have questions, and in doing so may interfere with students having questions. A free teacher without free learners is not enough for quality student learning. Teachers understand the importance of being free and of overcoming oppression; they should not in turn become oppressors as they often are when following strict guidelines that interfere with students becoming self-determining, curious lovers of learning.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Holistic PedagogyQuality Learning and Productive Perplexity

Part of the Critical Studies of Education Book Series (volume 1)
Ricci, Carlo; Pritscher, Conrad P.
Holistic Pedagogy — Feb 6, 2015
Download PDF
10 pages

Loading next page...
 
/lp/springer-journals/holistic-pedagogy-quality-learning-and-productive-perplexity-CEfPyv03I4

References (0)

References for this paper are not available at this time. We will be adding them shortly, thank you for your patience.

Publisher
Springer International Publishing
Copyright
© Springer International Publishing Switzerland 2015
ISBN
978-3-319-14943-1
Pages
51 –61
DOI
10.1007/978-3-319-14944-8_5
Publisher site
See Chapter on Publisher Site

Abstract

[This chapter continues to explore the holistic pedagogical approach of quality willed learning. Let us agree that successful human beings often love learning, are often curious, open inquirers who are self-determining. If events such as creating, self-determining, openly inquiring are for themselves rather than tools for something else, many have agreed that schools and universities could provide conditions whereby those activities could be developed as a primary goal. For over 100 years schools and universities have been moving more and more in the direction of developing specialties. When a problem arises in a field other than one’s own specialty, one often looks to others to solve the problem. Self-directing people either solve a problem or peacefully and consciously accept problems that are not presently solvable. Teachers and professors don’t often enough notice that they are answering students’ questions before students have questions, and in doing so may interfere with students having questions. A free teacher without free learners is not enough for quality student learning. Teachers understand the importance of being free and of overcoming oppression; they should not in turn become oppressors as they often are when following strict guidelines that interfere with students becoming self-determining, curious lovers of learning.]

Published: Feb 6, 2015

Keywords: Social Entrepreneurship; Economic Justice; Defense Advanced Research Project Agency; Quality Learning; Social Emotional Learning

There are no references for this article.