Learning and Teaching as Emergent, Standardized, and Radical Concepts
Using a brief etymological and comparative linguistic analysis, this paper traces the progression of meaning behind the words "learning" and "teaching" and compares these terms with current usage and context. The goal is to show how both learning and teaching can hold different m...
| Κύριος συγγραφέας: | |
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| Τύπος μέσου: | Ηλεκτρονική πηγή Άρθρο |
| Γλώσσα: | Αγγλικά |
| Έλεγχος διαθεσιμότητας: | HBZ Gateway |
| Journals Online & Print: | Φόρτωση...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Έκδοση: |
Equinox Publ.
2019
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| Στο/Στη: |
Religious studies and theology
Έτος: 2019, Τόμος: 38, Τεύχος: 1/2, Σελίδες: 80-86 |
| Άλλες λέξεις-κλειδιά: | B
Learning
B Modernization B Higher Education B Etymology B Institutions B Teaching |
| Διαθέσιμο Online: |
Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
| Σύνοψη: | Using a brief etymological and comparative linguistic analysis, this paper traces the progression of meaning behind the words "learning" and "teaching" and compares these terms with current usage and context. The goal is to show how both learning and teaching can hold different meanings imbued with disparate potential for the learner and the learning environment, despite the changing nature of education and the increasing corporatization of the university. This analysis highlights the importance of Professor Desjardins’ contributions to the project of education and learning. |
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| ISSN: | 1747-5414 |
| Περιλαμβάνει: | Enthalten in: Religious studies and theology
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| Persistent identifiers: | DOI: 10.1558/rsth.38260 |