LEADER 04188nam 2200781Ia 450 001 9910438330603321 005 20200520144314.0 010 $a9788462091948 010 $a94-6209-193-5 010 $a94-6209-194-3 024 7 $a10.1007/978-94-6209-194-8 035 $a(CKB)2550000001153982 035 $a(EBL)3034860 035 $a(SSID)ssj0000962826 035 $a(PQKBManifestationID)11532881 035 $a(PQKBTitleCode)TC0000962826 035 $a(PQKBWorkID)10979928 035 $a(PQKB)11369302 035 $a(SSID)ssj0000968921 035 $a(PQKBManifestationID)12448273 035 $a(PQKBTitleCode)TC0000968921 035 $a(PQKBWorkID)11002020 035 $a(PQKB)11529327 035 $a(DE-He213)978-94-6209-194-8 035 $a(MiAaPQ)EBC3034860 035 $a(OCoLC)829097895 035 $a(nllekb)BRILL9789462091948 035 $a(MiAaPQ)EBC1316853 035 $a(MiAaPQ)EBC4634275 035 $a(Au-PeEL)EBL3034860 035 $a(CaPaEBR)ebr10733535 035 $a(CaONFJC)MIL551505 035 $a(Au-PeEL)EBL1316853 035 $a(CaPaEBR)ebr10983483 035 $a(OCoLC)851698091 035 $a(PPN)172434440 035 $a(EXLCZ)992550000001153982 100 $a20130731d2013 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aIndirect pedagogy $esome lessons in existential education /$fby Herner Saeverot 205 $a1st ed. 2013. 210 $aRotterdam $cSensePublishers$d2013 215 $a1 online resource (113 p.) 225 0$aEducational futures ;$vv. 58 300 $aDescription based upon print version of record. 311 $a1-306-20254-X 311 $a94-6209-192-7 320 $aIncludes bibliographical references. 327 $aPreliminary Material -- The Need for Reconnecting with Existentialism in Education -- Time for Existential Education -- The Pedagogic Art of Seduction -- Educative Deceit -- Ironic Teaching -- Indirect Teacher Praise -- Existential Education and the Question of ?God? -- Epilogue -- References -- Notes. 330 $aWhile existential issues perhaps concern people the most, today?s education is not as preoccupied with such issues. Instead, education is becoming more uniform and streamlined; more and more one-sidedly directed towards what is useful. The purpose of this book is to focus on education?s existential dimension. Such a focus requires at least three things. Firstly, we need to justify why it is necessary to reconnect with existentialism in education. Secondly, we need to undergo an examination of the quality of existential education, so that we can have a basis as to what kind of educational interests teachers should have. Thirdly, we need to gain knowledge about how teachers may teach in light of existential matters. However, to teach in light of existence is highly paradoxical in that existence cannot be forced on someone, but is rather a subjective matter. Teaching which is non-ironical or too direct can thus be very problematic concerning existential issues. The reason being that there is no objective truth in terms of existence. There is only a matter of subjective or existential truth, which is only true for the single individual. Therefore, the book suggests that the approach teachers? take must be discrete and indirect so as to create room for students to take responsibility for their subjective truth. Such an indirect pedagogy is not a programme, but rather a form of existential education. The overall aim of the book is, by way of introducing and developing the concept of indirect pedagogy, to extend and reinvent the language of teaching. 410 0$aEducational Futures, Rethinking Theory and Practice ,$x2214-9864 ;$v58 606 $aTeaching$xPhilosophy 606 $aEducation$xPhilosophy 615 0$aTeaching$xPhilosophy. 615 0$aEducation$xPhilosophy. 676 $a370 700 $aSaeverot$b Herner$01057243 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910438330603321 996 $aIndirect pedagogy$92492388 997 $aUNINA