UID:
kobvindex_HPB1290486162
Umfang:
1 online resource (140 pages).
ISBN:
1000542416
,
9781000542417
Serie:
Theorizing Education Ser.
Anmerkung:
The repercussions of Bjørndal's method and means.
,
Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- List of illustrations -- About the author -- Acknowledgements -- Introduction: Expanding the forms of education -- Education needs both directness and indirectness -- The concepts of direct and indirect -- The design of the book -- References -- Chapter 1: Justification: Education is indirect by nature-so what's the problem? -- Increased awareness of indirectness through communication theory -- Being indirect, yet controlling the intermediaries -- Bold actions and permissiveness
,
Examples of beneficial uses of indirectness -- Summing up -- Notes -- References -- Films -- Chapter 2: Teaching: Four forms of teaching. Excerpts from observations at a secondary school -- Introduction -- Categories of analysis -- Direct instruction -- Indirect summoning which is specified -- Indirect summoning which is unspecified -- Findings -- Direct instruction -- Indirect summoning which is specified -- Indirect summoning which is unspecified -- Outlines for a fourth model of teaching: Direct-indirect teaching -- Discussion
,
When did the teachers make use of direct and indirect approaches? -- Findings as basis for new hypotheses and further research? -- Note -- References -- Chapter 3: Communication: Janus-faced forms of indirect communication. Teacher interview and thought experiments -- Irony -- The concept of irony -- The case of two foreign boys -- The case of Elisabeth -- Seduction is young and beautiful, deceit is old and ugly -- Two forms of educative deceit -- To be educated directly by deceit -- To be educated indirectly by deceit -- Existential communication through pictures -- Coming into existence
,
Composing oneself poetically versus letting oneself be poetically composed -- The D-Effect -- A Kierkegaardian repetition of Anti-Climacus' thought experiment -- Which pedagogical measures can teachers take to prevent students from becoming detrimental by indirect forms of communication and at the same time open up to the students the educative aspects of such forms of communication? -- Irony combined with humour -- Educated or deceived by the deceit? -- The teacher as nobody -- Conclusion -- Notes -- References -- Films
,
Chapter 4: Ethics: Where is the boundary between the ethical and the unethical regarding teachers' indirect actions? A case study -- What is bullying? -- The case -- An exemplary method? -- Is Bjørndal's method just to all the students involved? -- Indirect method -- Bjørndal's unorthodox and indirect method -- Why did Bjørndal choose an indirect method? -- Direct communicative form -- Commanding tone -- Discontinuous education? -- Who is responsible for preventing bullying? -- Is it the students' responsibility to prevent bullying? -- Delegation of responsibility with no educational training
Weitere Ausg.:
Print version: Saeverot, Herner. Indirect Education. Milton : Taylor & Francis Group, ©2022 ISBN 9781032063201
Sprache:
Englisch
