LEADER 04193nam 22006255 450 001 9910484965103321 005 20240322022746.0 010 $a9783319149448 010 $a331914944X 024 7 $a10.1007/978-3-319-14944-8 035 $a(CKB)3710000000372011 035 $a(EBL)1997936 035 $a(OCoLC)904397976 035 $a(SSID)ssj0001465540 035 $a(PQKBManifestationID)11792895 035 $a(PQKBTitleCode)TC0001465540 035 $a(PQKBWorkID)11470728 035 $a(PQKB)11497657 035 $a(DE-He213)978-3-319-14944-8 035 $a(MiAaPQ)EBC1997936 035 $a(PPN)184894581 035 $a(EXLCZ)993710000000372011 100 $a20150303d2015 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aHolistic Pedagogy $eThe Self and Quality Willed Learning /$fby Carlo Ricci, Conrad P. Pritscher 205 $a1st ed. 2015. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2015. 215 $a1 online resource (231 p.) 225 1 $aCritical Studies of Education,$x2543-0475 ;$v1 300 $aDescription based upon print version of record. 311 08$a9783319149431 311 08$a3319149431 320 $aIncludes bibliographical references. 327 $aChapter 1. Getting It - Evaluating Teachers and Learning -- Chapter 2. Another Major Problem. - Theories Are Not Physical -- Aspects of Science -- Chapter 3. The Process of Coming to Know. - What Is Evident About Evidence? Chapter 4. Structuring Learning -- Ordering -- The Study of Genes and Learning -- School Malpractice -- Chapter 5. Quality Learning and Productive Perplexity -- Between Specialization and Generalization -- Noticing Problems -- Gene Study and Schooling -- Resiliency -- The Power of Self-determined Neuroplasticity -- Chapter 6. Throwing Tea in Schooling?s Harbor -- The Content of Processing and the Processing of Content -- Chapter 7. Instructions for Instructing -- A Kind of Schooling: A Kind School -- Alexander Inglis as a Continual Problem -- Chapter 8. Quality Teaching and Uncommon Ways -- Measuring the Process of Measuring -- Quality Teaching and Effective Teaching -- Quality Learning and Abstractions -- Chapter 9. ?It? Is Difficult To Say -- Words and Quality Learning -- Explaining Quality Learning -- The Teacher: Not the Subject -- Quality Willed Learning and Present Experience. 330 $aThis book illuminates what must always be at the heart of powerful schooling and authentic learning. Its focus is on free learning, with an emphasis on early East Asian thought as a vehicle through which learning may emerge. The volume describes learning as helping the learner become more conscious, more aware. As such the authors explain how quality learning encompasses all learning that is chosen by the learner. It is non-judgmental and their idea is that if learning is done by choice then direct harm will be mitigated because quality, willed learning is not just about the individual, but includes others ? it is community focused as well as self-determined. In the first part of the volume the authors look specifically at how quality willed learning can inform the state and how it can protect the rights of children. The second part looks at what quality willed learning can mean to leaders. In the last part the authors look at what it can mean for teachers and finally what it can meanfor the learners themselves. 410 0$aCritical Studies of Education,$x2543-0475 ;$v1 606 $aLearning, Psychology of 606 $aTeachers$xTraining of 606 $aInstructional Psychology 606 $aTeaching and Teacher Education 615 0$aLearning, Psychology of. 615 0$aTeachers$xTraining of. 615 14$aInstructional Psychology. 615 24$aTeaching and Teacher Education. 676 $a370.905 700 $aRicci$b Carlo$4aut$4http://id.loc.gov/vocabulary/relators/aut$09361 702 $aPritscher$b Conrad P$4aut$4http://id.loc.gov/vocabulary/relators/aut 906 $aBOOK 912 $a9910484965103321 996 $aHolistic Pedagogy$92844899 997 $aUNINA