paradoxes of action learning
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paradoxes of action learning an interpretive and critical inquiry into vocational educators" professional development by Anne Herbert

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Published by Helsinki School of Economics in [Helsinki] .
Written in English

Subjects:

  • Vocational teachers -- Training of.,
  • Active learning.

Book details:

Edition Notes

StatementAnne Herbert.
SeriesActa Universitatis Oeconomicae Helsingiensis,
Classifications
LC ClassificationsLC1047.85 .H47 2002
The Physical Object
Paginationxiv, 366 p. :
Number of Pages366
ID Numbers
Open LibraryOL3655085M
ISBN 109517916841
LC Control Number2002507611

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The book also explores how national education systems can be strengthened by embracing the creative tensions generated by paradoxes such as the co-existence of timely change and timeless constants, centralisation and decentralisation, meritocracy and compassion, and teaching less and learning more. Conflicting demands and either/or tensions are the norm for many managers. They don’t get resolved by tackling one demand at a time, or by making a “final” decision. Paradoxes — also described as polarities — are dilemmas that seem to defy common sense and business acumen. They can be overwhelming, difficult to understand, and.   The book claims to show the nine greatest enigmas in physics and it does a pretty good job of that. That is not to say that the Paradoxes shown are all unsolved, far from it; it merely means that the paradoxes are ones We’ve all heard of the concept of Paradox before, but in case you haven’t, I think this is one;4/5.   The book is organized beginning simply and moving toward more and more difficult paradoxes. Reading this, and the class it was a text for, was one of the few times in my life where I've really felt myself stretched to my intellectual limits and somewhere just beyond/5.

  Table of Contents. Preface. Part 1 The Development of the Social Self. 1 The Nature of Human Learning. 2 The Paradox of Living and Learning in Society. 3 Being and the Birth of the Self. 4 Understanding Conscious Action. 5 Learning and Action. 6 Interests and 2: Personal Growth Through Lifelong Learning. 7 Being a Person. 8 Authenticity, Author: Peter Jarvis. Reginald Revans: The Pioneer of Action Learning 13 Much if not most action learning practice today takes place as part of leadership development Author: Mike Pedler. Paradoxes reveal vagueness at the edges of our concepts. That is why philosophers from the earliest times have loved to formulate, discuss, and try to resolve paradoxes arising across almost every field of philosophical enquiry. This course aims to approach philosophy and logical reasoning through an examination an introduction to some of the most famous and . In contrast, the kind of Knowing that applies to the Learning Paradox, is a Conceptual kind of Knowing, the kind encouraged in school classrooms. One large obstacle of classroom learning is that it tends to be heavy on word-ideas and light on experience. When Ideas are not tied to Experience, all a student has is.

The learner's paradox is that in order to learn about something, you must first know that thing. As Socrates puts it: > [A] man cannot search either for what he knows or for what he does not know[.] He cannot search for what he knows--since he kno. Leadership Paradoxes: Rethinking Leadership for an Uncertain World argues that the key to understanding and enhancing leadership education, theory . Paradox Partners. Put students into pairs. Tell each pair they must work together to create three original paradoxes. When time is up, have one person from the pair tell their paradoxes to . Table of Contents. Preface. Part 1 The Development of the Social Self. 1 The Nature of Human Learning. 2 The Paradox of Living and Learning in Society. 3 Being and the Birth of the Self. 4 Understanding Conscious Action. 5 Learning and Action. 6 Interests and 2: Personal Growth Through Lifelong Learning. 7 Being a Person. 8 Authenticity, Autonomy and .