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Holistic PedagogyStructuring Learning

Holistic Pedagogy: Structuring Learning [This chapter continues to explore the holistic pedagogical approach of quality willed learning. Paradoxically, quality learning, at times, uses disorder to help one notice a more comprehensive order. Quality learning structures at times, partly through the use of the process of destructuring. Unfortunately, education is thought by many people to be the equivalent of schooling. What has happened as a result of such a non-dynamic school activity is that schools have become more involved with studenting than they have been with learning. It is agreed by many students and teachers that having a high grade point average is a very important measure of success. We would like to suggest that in a Newtonian (Cartesian/Skinnerian) conception, a high grade point average could possibly imply a very different conception of “order” in a quantum framework. The Newtonian conception led schools to credential people for purposes outside of school. A quantum conception of schooling leads to quality learning going on in school and for its own sake. Learning, as we are using the term, connotes primary goals of being mindful, curious, and a growing development of love of learning and self-determination. Schooling, K-19 today, exists mainly to train people for jobs to please big corporations. As a result of avoiding education/quality learning, we have allowed ourselves to be easily programmed so that others think for us.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Holistic PedagogyStructuring Learning

Part of the Critical Studies of Education Book Series (volume 1)
Ricci, Carlo; Pritscher, Conrad P.
Holistic Pedagogy — Feb 6, 2015
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Publisher
Springer International Publishing
Copyright
© Springer International Publishing Switzerland 2015
ISBN
978-3-319-14943-1
Pages
39 –50
DOI
10.1007/978-3-319-14944-8_4
Publisher site
See Chapter on Publisher Site

Abstract

[This chapter continues to explore the holistic pedagogical approach of quality willed learning. Paradoxically, quality learning, at times, uses disorder to help one notice a more comprehensive order. Quality learning structures at times, partly through the use of the process of destructuring. Unfortunately, education is thought by many people to be the equivalent of schooling. What has happened as a result of such a non-dynamic school activity is that schools have become more involved with studenting than they have been with learning. It is agreed by many students and teachers that having a high grade point average is a very important measure of success. We would like to suggest that in a Newtonian (Cartesian/Skinnerian) conception, a high grade point average could possibly imply a very different conception of “order” in a quantum framework. The Newtonian conception led schools to credential people for purposes outside of school. A quantum conception of schooling leads to quality learning going on in school and for its own sake. Learning, as we are using the term, connotes primary goals of being mindful, curious, and a growing development of love of learning and self-determination. Schooling, K-19 today, exists mainly to train people for jobs to please big corporations. As a result of avoiding education/quality learning, we have allowed ourselves to be easily programmed so that others think for us.]

Published: Feb 6, 2015

Keywords: Teacher Candidate; School Culture; Free School; Quality Learning; High Grade Point Average

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