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Becoming Oneself

Author: Käthe Schneider
Publisher: Springer Science & Business Media
ISBN: 353119156X
Size: 36.85 MB
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The basic concern of the volume is to determine the preconditions of personality development and to show their significance and their perspectives for educational science and for pedagogical practice. First, these basic preconditions of becoming oneself are collected in a single volume and discussed in terms of their significance for science and for educational practice. In all fundamental dimensions are understood as precondition of becoming oneself. “Bildung” is here for the first time understood as the formation of the overall individual personality, which the OECD postulates to be the key qualification of the Twenty-first Century. From a pedagogical perspective, it is a matter of furthering the personality. It provides research with a new perspective, in that it makes the furthering of the overall personality the object of education.

Transformative Learning Meets Bildung

Author: Anna Laros
Publisher: Springer
ISBN: 9463007970
Size: 12.95 MB
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This edited volume sets the groundwork for a dialogue between transformative learning and continental theories of Bildung in adulthood. Both theoretical frameworks bring meaning to the complex learning process of individuals as they develop a more critical worldview. In this volume, a variety of authors from different countries and theoretical backgrounds offer new understandings about Bildung and transformative learning through discussion of theoretical analyses, educational practices, and empirical research. As a result, readers gain greater insight into these theories and related implications for teaching for change. From the various chapters an exciting relationship between both theories begins to emerge and provides impetus for greater discussion and further research about two important theories of change in the field of adult education. /div

Talent Development Existential Philosophy And Sport

Author: Kenneth Aggerholm
Publisher: Routledge
ISBN: 1317686284
Size: 30.89 MB
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'Why don’t young athletes in sport just quit?’ Starting with this question and drawing on existential philosophy, phenomenology and hermeneutics, Talent Development, Existential Philosophy and Sport seeks a deeper understanding of the experience of being a talented young sportsperson striving to become an elite athlete. As an alternative to conventional approaches to talent development governed by a worldview of instrumental rationality, the book introduces key ideas from educational philosophy to describe talent development through the concept of elite-Bildung. It pursues an existential understanding of developing in sport as a process of freedom, self-transcendence, striving for excellence and building up habits. The book highlights a range of ambiguous and intriguing existential phenomena – most prominently wonder, question, expression, humour and repetition – and reveals an existential layer of meaning within talent development in sport, which can facilitate the process of becoming an elite athlete and give young athletes a number of reasons not to quit. By deepening our understanding of performance and development in sport, and the process of becoming an elite player, this book is important reading for any serious student or researcher working in the philosophy of sport, sports coaching, sports development, sport psychology or applied sport science.

The Educated Subject And The German Concept Of Bildung

Author: Rebekka Horlacher
Publisher: Routledge
ISBN: 1317805178
Size: 73.98 MB
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German education plays a huge role in the development of education sciences and modern universities internationally. It is influenced by the educational concept of Bildung, which defines Germany ‘s theoretical and curricular ventures. This concept is famously untranslatable into other languages and is often misinterpreted as education, instruction, training, upbringing and other terms which don’t encompass its cultural ambitions. Despite this hurdle, Bildung is now being recognized in current discussions of education issues such as standardization, teaching to the test, evidence-based policy and high stakes testing. This volume clears up the confusion and misunderstandings surrounding Bildung by examining the origins of the concept and how it has been applied throughout history. It paves the way for educators to fully understand and benefit from this model and all it has to offer.

About Oneself

Author: Manuel García-Carpintero
Publisher: Oxford University Press
ISBN: 0198713266
Size: 70.24 MB
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This volume addresses foundational issues concerning the nature of first-personal, or de se, thought and how such thoughts are communicated. Many have held that first-person thought motivates a revision of traditional accounts of content or motivates positing special ways of accessing such contents. Gottlob Frege held that first-person thoughts involve a subject being 'presented to himself in a particular and primitive way, in which he is presented tono-one else.' However, as Frege also noted, this raises many puzzling questions when we consider how we are able to communicate such thoughts. What happens when I communicate this thought to you, for instance? Doyou come to believe the thing that I believe? Or is my first-person belief only entertained by me? If so, how does it relate to what you come to believe? It is these questions that the volume addresses and seeks to answer.

Transformative Learning Meets Bildung

Author: Anna Laros
Publisher: Brill - Sense
ISBN: 9789463007962
Size: 34.63 MB
Format: PDF, Docs
View: 2309
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This edited volume sets the groundwork for a dialogue between transformative learning and continental theories of Bildung in adulthood. Both theoretical frameworks bring meaning to the complex learning process of individuals as they develop a more critical worldview. In this volume, a variety of authors from different countries and theoretical backgrounds offer new understandings about Bildung and transformative learning through discussion of theoretical analyses, educational practices, and empirical research. As a result, readers gain greater insight into these theories and related implications for teaching for change. From the various chapters an exciting relationship between both theories begins to emerge and provides impetus for greater discussion and further research about two important theories of change in the field of adult education.

Cognitive Capitalism

Author: Heiner Rindermann
Publisher: Cambridge University Press
ISBN: 1108548008
Size: 64.28 MB
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Nations can vary greatly in their wealth, democratic rights and the wellbeing of their citizens. These gaps are often obvious, and by studying the flow of immigration one can easily predict people's wants and needs. But why are there also large differences in the level of education indicating disparities in cognitive ability? How are they related to a country's economic, political and cultural development? Researchers in the paradigms of economics, psychology, sociology, evolution and cultural studies have tried to find answers for these hotly debated issues. In this book, Heiner Rindermann establishes a new model: the emergence of a burgher-civic world, supported by long-term background factors, furthered education and thinking. The burgher-civic world initiated a reciprocal development changing society and culture, resulting in past and present cognitive capital and wealth differences. This is an important text for graduate students and researchers in a wide range of fields, including economics, psychology, sociology and political science, and those working on economic growth, human capital formation and cognitive development.