| Edition |
[CA & US version]. |
| Description |
1 online resource |
| Physical Medium |
polychrome |
| Description |
text file |
| Summary |
This book begins with a critique of constructive alignment, evaluating its negative effect on student-centredness and imagination. It argues that though well-intentioned to reduce student confusion, the doctrine of alignment promotes relatively narrow learning experiences which are largely devoid of surprise and are somewhat out of step with the language of media that surrounds us. Mining older European traditions through language, the book develops a new method which shows how the origin of educational terms helps triangulate subjective intuitions about learning. The 'radical' premise of the title is not necessarily that the conclusions are so extreme but that they derive from a philological investigation of roots (radices) behind many of the key terms of the contemporary educational vocabulary. To achieve an independent view of the field, the frame of reference has to be substantially different from the same sources and methods that explain contemporary theory and practice. The framework has to come from outside the contemporary educational literature, even though it arises in observational or phenomenological sympathy with the field of learning and teaching. The argument throughout is also challenging and defies some assumptions underpinning the enlightened contemporary canon of teaching and learning reform. In identifying the expectations that make for the greatest cognitive engagement, the content is counterintuitive. The text investigates the phenomenology of expectations in any learning circumstance. The dynamic is not just about preclass activities - that is, setting up an enriched encounter with syllabus on campus - but the whole fabric of learning, either in private or as a member of a learning group. Every part of it is about an expectation, about managing what the learner thinks he or she is going to learn. The book deals with the agency of the learner and what helps learning. Among the conclusions is the significance of the learner having the opportunity to tell or explain his or her learning, irrespective of how naïve the explanations may be. Still approaching the field from an independent philological angle, the conclusions in general support the contemporary concept of active learning, with the exception that sometimes (a) the activity of listening is underrated and (b) the opportunity to talk after having learned something is also undervalued. |
| Contents |
Creativity and post-constructivism -- The root of all learning -- Engagement -- Being nice -- Telling -- Student-centredness -- Expectation -- Subjectivity -- Leadership -- Waste -- Flux -- Ownership -- Reflexion -- Conclusion. |
| Bibliography |
Includes bibliographical references and index. |
| Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
| Subject |
College teaching.
|
|
College teaching. |
| Genre/Form |
Electronic books.
|
| Other Form: |
Print version: Creativity crisis. Clayton, VIC Monash University Publishing, 2018 9781925523270 (OCoLC)1015950248 |
| ISBN |
9781925523287 (electronic book) |
|
1925523284 (electronic book) |
|
9781925523270 |
|
1925523276 |
|
1925523284 |
|
9781925523294 |
|
1925523292 |
|
