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TABLE OF CONTENTS; 1. LEARNING BETWEEN MEANS AND AIMS; INTRODUCTION; HOW IS EDUCATION POSSIBLE AND HOW TO UNDERSTAND EDUCATION?; THE RELATIONSHIP BETWEEN TEACHING AND LEARNING; An Analysis of the Concepts Means and Aim; The Double Aim/Means Structure of Learning; REFERENCES; 2. PREREQUISITES OF LEARNING FROM VARIOUS MEANS AND AIM PERSPECTIVES; INTRODUCTION; THE CATEGORIES: THE STUDENT/CHILD, THE 'TEACHER' AND THE SHARED CONTEXT; THE CHILD/STUDENT CATEGORY; Meaningfulness as a Prerequisite for Learning; Persistence as a Prerequisite for Learning; TEACHER CATEGORY
From the Teachers' View of Learning to Reflection as a Prerequisite for Teachers' LearningTHE SHARED CONTEXT CATEGORY; Meaningful Experience as a Prerequisite for Learning; Disturbance and Interruption as Prerequisites for Learning; CONCLUSION; REFERENCES; 3. ON LEARNING (HOW) TO LEARN; INTRODUCTION; 'LEARNING TO LEARN': A PROBLEMATIC CONCEPT; THE PROBLEMATIC A PRIORI CONCEPT OF CONSCIOUS LEARNING; LEARNING HOW TO LEARN IN TERMS OF ACQUIRING AND REFINING HABITS OF LEARNING; CAPACITIES AND ABILITIES TO LEARN; THE DEVELOPMENT OF VIRTUES RELATED TO LEARNING; CONCLUSION; REFERENCES
4. PRACTICAL EMOTIONS IN THE PROCESSES OF LEARNINGINTRODUCTION; EMOTIONAL DISTORTION AND EMOTIONAL AWARENESS; EMOTIONS AS A MEANS FOR STUDENT MEANING-MAKING AND MOTIVATION; EMOTIONS AS A MEANS FOR THE TEACHER'S SENSITIVITY; CONCLUDING REMARKS; REFERENCES; 5. MOTIVATION, LEARNING, AND THE EDUCATIONAL DIALOGUE; INTRODUCTION; THE LEARNING OBJECTIVE PARADIGM AND THE RELATIONAL MODEL; HATTIE AND THE REFORMULATION OF BEHAVIORISM; THE LACK OF STUDENT INTENTIONALITY AND AGENCY IN HATTIE'S WORK; The Return of the Problems with Behaviorism; REPLACING FEEDBACK WITH THE EDUCATIONAL DIALOGUE; NOTES
AIMS OF GROUP WORK: DEEP LEARNING, COMMUNICATIVE SKILLS AND CO-WORKABILITYGROUP WORK AND PROJECT STUDIES FROM THE STUDENTS' PERSPECTIVE; CONCLUSION: MORE ATTENTIVENESS TO THE MEANS OF GROUP WORK; NOTES; REFERENCES; 8. FORMATIVE REFORMULATIONS IN INTERVENTIONS ON SCHOOL DEVELOPMENT: A Longitudinal Case Study of a Project on Student Note-Writing; INTRODUCTION; THE STUDENT NOTE PROJECT; RESEARCH INTEREST; THEORY OF CHANGE; METHODOLOGY OF INVESTIGATING CHANGE; EMERGING INSIGHT IN STUDENT NOTE-WRITING; SUMMARY OF THE PROJECT IDEAS EMERGING FROM YEAR ONE
From the Teachers' View of Learning to Reflection as a Prerequisite for Teachers' LearningTHE SHARED CONTEXT CATEGORY; Meaningful Experience as a Prerequisite for Learning; Disturbance and Interruption as Prerequisites for Learning; CONCLUSION; REFERENCES; 3. ON LEARNING (HOW) TO LEARN; INTRODUCTION; 'LEARNING TO LEARN': A PROBLEMATIC CONCEPT; THE PROBLEMATIC A PRIORI CONCEPT OF CONSCIOUS LEARNING; LEARNING HOW TO LEARN IN TERMS OF ACQUIRING AND REFINING HABITS OF LEARNING; CAPACITIES AND ABILITIES TO LEARN; THE DEVELOPMENT OF VIRTUES RELATED TO LEARNING; CONCLUSION; REFERENCES
4. PRACTICAL EMOTIONS IN THE PROCESSES OF LEARNINGINTRODUCTION; EMOTIONAL DISTORTION AND EMOTIONAL AWARENESS; EMOTIONS AS A MEANS FOR STUDENT MEANING-MAKING AND MOTIVATION; EMOTIONS AS A MEANS FOR THE TEACHER'S SENSITIVITY; CONCLUDING REMARKS; REFERENCES; 5. MOTIVATION, LEARNING, AND THE EDUCATIONAL DIALOGUE; INTRODUCTION; THE LEARNING OBJECTIVE PARADIGM AND THE RELATIONAL MODEL; HATTIE AND THE REFORMULATION OF BEHAVIORISM; THE LACK OF STUDENT INTENTIONALITY AND AGENCY IN HATTIE'S WORK; The Return of the Problems with Behaviorism; REPLACING FEEDBACK WITH THE EDUCATIONAL DIALOGUE; NOTES
AIMS OF GROUP WORK: DEEP LEARNING, COMMUNICATIVE SKILLS AND CO-WORKABILITYGROUP WORK AND PROJECT STUDIES FROM THE STUDENTS' PERSPECTIVE; CONCLUSION: MORE ATTENTIVENESS TO THE MEANS OF GROUP WORK; NOTES; REFERENCES; 8. FORMATIVE REFORMULATIONS IN INTERVENTIONS ON SCHOOL DEVELOPMENT: A Longitudinal Case Study of a Project on Student Note-Writing; INTRODUCTION; THE STUDENT NOTE PROJECT; RESEARCH INTEREST; THEORY OF CHANGE; METHODOLOGY OF INVESTIGATING CHANGE; EMERGING INSIGHT IN STUDENT NOTE-WRITING; SUMMARY OF THE PROJECT IDEAS EMERGING FROM YEAR ONE