Literaturnachweis - Detailanzeige
| Autor/in | Golob, Sacha |
|---|---|
| Titel | A Heideggerian Pedagogy of Disruption |
| Quelle | In: Educational Philosophy and Theory, 54 (2022) 2, S.194-203 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Golob, Sacha) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-1857 |
| DOI | 10.1080/00131857.2021.1888712 |
| Schlagwörter | Phenomenology; Educational Philosophy; Educational Theories; Teaching Methods; Learning Processes; Educational Change |
| Abstract | The phenomenological tradition developed sophisticated techniques to draw attention to pre-theoretic or pre-reflective experience. This article examines how one of the most famous, Heidegger's 'broken tool', might work in a pedagogical context. I contend that it can be highly effective there, fleshing out his vision of teaching as 'letting learn' with a distinctive educational method. At the same time, that context suggests fundamental changes to the standard reading of the 'broken tool', shifting the focus towards what I call 'information tools'. My conclusions link to recent research stressing disruption in the learning process, and I close by contrasting my position with 'bricolage' theories and work by Applebaum and others. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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