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...
| Autor principal: | |
|---|---|
| Tipo de documento: | Electrónico Artículo |
| Lenguaje: | Inglés |
| Verificar disponibilidad: | HBZ Gateway |
| Journals Online & Print: | Gargar...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publicado: |
Equinox Publ.
2019
|
| En: |
Religious studies and theology
Año: 2019, Volumen: 38, Número: 1/2, Páginas: 80-86 |
| Otras palabras clave: | B
Learning
B Modernization B Higher Education B Etymology B Institutions B Teaching |
| Acceso en línea: |
Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
| Sumario: | 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. |
|---|---|
| ISSN: | 1747-5414 |
| Obras secundarias: | Enthalten in: Religious studies and theology
|
| Persistent identifiers: | DOI: 10.1558/rsth.38260 |