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001441267 0247_ $$a10.1007/978-981-16-6871-5$$2doi
001441267 035__ $$aSP(OCoLC)1288167419
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001441267 049__ $$aISEA
001441267 050_4 $$aLB1027$$b.T36 2021
001441267 08204 $$a371.102$$223
001441267 1001_ $$aTang, Wai-yan Ronald,$$eauthor.
001441267 24510 $$aTransforming education in practice :$$bin search of a community of phronimos /$$cWai-yan Ronald Tang.
001441267 264_1 $$aSingapore :$$bSpringer,$$c[2021]
001441267 264_4 $$c©2021
001441267 300__ $$a1 online resource :$$billustrations
001441267 336__ $$atext$$btxt$$2rdacontent
001441267 337__ $$acomputer$$bc$$2rdamedia
001441267 338__ $$aonline resource$$bcr$$2rdacarrier
001441267 347__ $$atext file$$bPDF$$2rda
001441267 504__ $$aIncludes bibliographical references.
001441267 5050_ $$aIntro -- Acknowledgements -- Contents -- 1 Introduction -- Issues in Context -- A Case for Provoking Thinking -- The Structure of This Book -- References -- 2 Changing Education, Changing Practice -- Introduction -- Aristotle's Scheme of Knowledge -- Definition and Nature of Different Types of Knowledge -- The Challenges and Primacy of Phronesis -- Two Contrasting Worldviews of Practice: A Case for Illustration -- A Paradigm Shift in Perceiving the Relationship Between Outcome and Process -- Changing Education, Changing Practice: The Primacy of Phronesis -- References
001441267 5058_ $$a3 Learning in Practice -- Introduction -- Major Concern -- Gadamer and Education -- The Condition for Learning in the Light of Gadamer's Philosophical Hermeneutics -- The Role of Tradition and Pre-judgement -- Questioning as an Ontological/Existential Necessity -- The Primacy of Interpretation and Its Ethical Basis for the Impulse of Questioning -- The Three Moments of the Hermeneutic Process -- The Understanding Moment -- The Interpretation Moment -- The Application Moment -- Interim Reflection -- Learning in Practice -- Education: A Moral Enterprise and Its Implications for Learning
001441267 5058_ $$aEducational Practice: Implications for Learning -- Conclusion -- References -- 4 Cultivating a Whole Person -- Introduction -- In Search of an Alternative Understanding of Education -- The Way Students Learn in Sudbury -- Reflection with an Analogy -- Examples of Learning in Practice -- The Philosophy Governing the Operation of the School -- A Reflective Summary -- The "Evil" Behind the Educational Enterprise -- The Other Side of Sudbury: The Ethical Dimension of Freedom -- The Valuable Lesson We May Learn from Sudbury with a Phronetic Lens -- Cultivating a Whole Person
001441267 5058_ $$aThe Epistemological Underpinning for the Definition of the "Whole" -- The Practices of Sudbury from a Phronetic Perspective -- Conclusion -- References -- 5 What is Education All About? -- Introduction -- Whose "Talent"? Whose "Excellence"? -- Students as Customers Versus Citizens -- A Case for Provoking Thinking -- The Current Situation: "Winning at the Starting Line" -- The Myth of "Self-motivation" and "Success" -- The Myth of Technology -- A Forward-Looking Vision (1): The Call for "Life Education" -- A Forward-Looking Vision (2): The Call for "Character Education"
001441267 5058_ $$aA Forward-Looking Vision (3): The Call for "Parent Education" -- The Autonomy of Education -- Conclusion -- Yearning for a Richer Account of Education -- Yearning for a Thicker Account of Teaching -- Yearning for a Deeper Account of Learning -- References -- 6 Education in Search of a Future -- Introduction -- "The Absence of Thought in Learning" -- The Question of How Learning Would Not Happen -- The Root of the Problem -- A Reflection on Hui's Solution -- Consultation Document on School Curriculum Review 2019 -- Structure of the Document -- Issues Identified -- Analysis
001441267 506__ $$aAccess limited to authorized users.
001441267 520__ $$aThis book inspires educational practitioners with special regard to the way how practice in the frontline service is able to inform leadership and policy decision. It empowers them to identify what features are counted as professional and how they could be turned into sources for developing wise judgment and eliciting creative acts in teaching, lesson planning and course design, collaboration, and knowledge excavation to shape policy decision and planning. In addition, for those who are used to conceive the world and their practice from a positivist tradition may find the insights of this book illuminating particularly when they are looking for a paradigm shift in understanding their practice. Last but not least, educators and teacher educators in particular will find the ideas in this book more promising in escalating the awareness of teachers of the next generation towards what is good (phronesis) in terms of their professional attitude and actual performance (informed by both techne and episteme) in their relevant settings. .
001441267 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed January 3, 2022).
001441267 650_0 $$aTeaching.
001441267 650_0 $$aEducation$$xPhilosophy.
001441267 650_0 $$aEducational leadership.
001441267 650_6 $$aÉducation$$xPhilosophie.
001441267 650_6 $$aLeadership en éducation.
001441267 655_0 $$aElectronic books.
001441267 77608 $$iPrint version: $$z9811668701$$z9789811668708$$w(OCoLC)1267389928
001441267 852__ $$bebk
001441267 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-981-16-6871-5$$zOnline Access$$91397441.1
001441267 909CO $$ooai:library.usi.edu:1441267$$pGLOBAL_SET
001441267 980__ $$aBIB
001441267 980__ $$aEBOOK
001441267 982__ $$aEbook
001441267 983__ $$aOnline
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