Joris Vlieghe – författare

This edited volume brings together experts from across the field of education to explore how traditional pedagogic and didactic forms and processes are changing, or even disappearing, as a result of new technologies being used for education and learning. Considering the use, opportunites and limitations of technologies including interactive whiteboards, tablets, smart phones, search engines and social media platforms, chapters draw on primary and secondary research to illustrate the wide-reaching and often salient changes which new digital technologies are introducing into educational environments and learning practices around the world. Neither claiming that traditional forms of learning must be replaced, nor calling for a restoration of the school, Education in the Age of the Screen offers a nuanced exploration of the implications of digitization for education. Taking a broad view on education as a social and cultural phenomenon, the volume focuses on three major dimensions: the wider conditions against the background of which we educate and are educated today, detailed examples of aesthetic practices and educational initiatives in the current media culture, and concrete answers to the challenges that come our way.A comprehensive and timely consideration of the state of education in the digital age, this will be of interest to researchers, academics and post-graduate students in the fields of education and pedagogy, media and cultural studies, as well as teacher educators and trainee teachers.

This edited volume brings together experts from across the field of education to explore how traditional pedagogic and didactic forms and processes are changing, or even disappearing, as a result of new technologies being used for education and learning. Considering the use, opportunites and limitations of technologies including interactive whiteboards, tablets, smart phones, search engines and social media platforms, chapters draw on primary and secondary research to illustrate the wide-reaching and often salient changes which new digital technologies are introducing into educational environments and learning practices around the world. Neither claiming that traditional forms of learning must be replaced, nor calling for a restoration of the school, Education in the Age of the Screen offers a nuanced exploration of the implications of digitization for education. Taking a broad view on education as a social and cultural phenomenon, the volume focuses on three major dimensions: the wider conditions against the background of which we educate and are educated today, detailed examples of aesthetic practices and educational initiatives in the current media culture, and concrete answers to the challenges that come our way.A comprehensive and timely consideration of the state of education in the digital age, this will be of interest to researchers, academics and post-graduate students in the fields of education and pedagogy, media and cultural studies, as well as teacher educators and trainee teachers.

This book opens an original and timely perspective on why it is we teach and want to pass on our world to the new generation. Teaching is presented in this book as a way of being, rather than as a matter of expertise, which is driven by love for a subject matter. With the help of philosophical thinkers such as Arendt, Badiou and Agamben, the authors articulate a fully positive account of education that goes beyond the critical approach, which has become prevailing in much contemporary educational theory, and which testifies to a hate of the world and to a confusion of what politics and education are about. Therefore, the authors develop the idea of a thing-centred pedagogy, as opposed to both teacher-centred and student-centred approaches. The authors furthermore illustrate their purely educational account of teaching by looking at the writing and the television performance of Leonard Bernstein who embodies what teaching out of love and care for a subject is all about. This book isof interest to all those concerned with fundamental and philosophical questions about education and to those interested in (music) education.

With the help of philosophical thinkers such as Arendt, Badiou and Agamben, the authors articulate a fully positive account of education that goes beyond the critical approach, which has become prevailing in much contemporary educational theory, and which testifies to a hate of the world and to a confusion of what politics and education are about.

This book addresses essential educational dimensions of the university that are often overlooked, not only by prevailing discourses and practices but also by standard critical approaches to higher education.

This book addresses essential educational dimensions of the university that are often overlooked, not only by prevailing discourses and practices but also by standard critical approaches to higher education.

The university is an institution that goes back to the Middle Ages. As universitas magistrorum et scholarium the university was a community of scholars and students gathered around books and preoccupied with study and the search for truth. But what is the role of the university today? The meaning of teaching, study, and research has changed. Screens are replacing books, online learning environments are replacing lecture halls, and students are becoming learners. In the context of a growing emphasis on innovation and development, competition among institutions, and the privatisation of knowledge, the role of communities of scholars and students is changing. Some argue that the university is entering a new phase, others claim that we face the end of the university. To address these issues a conference was organized with an exposition of projects involving new ways of publishing, alternative organizations of departments, proposals for open access and open source, and university architecture and accessibility. Each of the contributors reflects, from their exhibited project, on the challenges the university is facing today. More than a catalogue of different projects, Curating the European University offers a unique contribution to the public debate on the role of the university.