rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Indirect Pedagogy
    sub title: Some Lessons in Existential Education
  name:
    name part: Saeverot, Herner.
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: ne
    date issued: 2013
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: online resource.
  abstract: While existential issues perhaps concern people the most, today’s education is not as preoccupied with such issues. Instead, education is becoming more uniform and streamlined; more and more one-sidedly directed towards what is useful. The purpose of this book is to focus on education’s existential dimension. Such a focus requires at least three things. Firstly, we need to justify why it is necessary to reconnect with existentialism in education. Secondly, we need to undergo an examination of the quality of existential education, so that we can have a basis as to what kind of educational interests teachers should have. Thirdly, we need to gain knowledge about how teachers may teach in light of existential matters. However, to teach in light of existence is highly paradoxical in that existence cannot be forced on someone, but is rather a subjective matter. Teaching which is non-ironical or too direct can thus be very problematic concerning existential issues. The reason being that there is no objective truth in terms of existence. There is only a matter of subjective or existential truth, which is only true for the single individual. Therefore, the book suggests that the approach teachers’ take must be discrete and indirect so as to create room for students to take responsibility for their subjective truth. Such an indirect pedagogy is not a programme, but rather a form of existential education. The overall aim of the book is, by way of introducing and developing the concept of indirect pedagogy, to extend and reinvent the language of teaching.
  note: by Herner Saeverot.
  subject:
    topic: Education
  subject:
    topic: Education
  subject:
    topic: Education (general)
  classification: L1-991
  classification: 370
  related item:
    title info:
      title: Springer eBooks
  related item:
    title info:
      title: Educational Futures, Rethinking Theory and Practice ; 58
  identifier: 9788462091948
  identifier: http://dx.doi.org/10.1007/978-84-6209-194-8
  record info:
    record creation date: 130220
    record change date: 20130727075659.0
    record identifier: 978-84-6209-194-8