Norm Friesen - Böcker

Tact and the Pedagogical Relation focuses on two topics of increasing interest both in teacher education and research. It shows how questions of sensitive and attuned action as well as educators’ relations with children and the young are special—uniquely different from other relations and attunements. This collection introduces readers to both classical and contemporary texts, offering many of these in translation for the first time. These illuminate the struggles and rewards of teaching, showing teaching to be an art, simultaneously a personal and professional calling.

Klaus Mollenhauer’s Forgotten Connections: On Culture and Upbringing is internationally regarded as one of the most important German contributions to educational and curriculum theory in the 20th century. Appearing here in English for the first time, the book draws on Mollenhauer’s concern for social justice and his profound awareness of the pedagogical tension between the inheritance of the past and the promise of the future. The book focuses on the idea of Bildung, in which philosophy and education come together to see upbringing and maturation as being much more about holistic experience than skill development.This translation includes a detailed introduction from Norm Friesen, the book’s translator and editor. This introduction contextualizes the original publication and discusses its application to education today. Although Mollenhauer’s work focused on content and culture, particularly from a German perspective, this book draws on philosophy and sociology to offer internationally relevant responses to the challenge of communicating cultural values and understandings to new generations. Forgotten Connections will be of value to students, researchers and practitioners working in the fields of education and culture, curriculum studies, and in educational and social foundations.

Klaus Mollenhauer’s Forgotten Connections: On Culture and Upbringing is internationally regarded as one of the most important German contributions to educational and curriculum theory in the 20th century. Appearing here in English for the first time, the book draws on Mollenhauer’s concern for social justice and his profound awareness of the pedagogical tension between the inheritance of the past and the promise of the future. The book focuses on the idea of Bildung, in which philosophy and education come together to see upbringing and maturation as being much more about holistic experience than skill development.This translation includes a detailed introduction from Norm Friesen, the book’s translator and editor. This introduction contextualizes the original publication and discusses its application to education today. Although Mollenhauer’s work focused on content and culture, particularly from a German perspective, this book draws on philosophy and sociology to offer internationally relevant responses to the challenge of communicating cultural values and understandings to new generations. Forgotten Connections will be of value to students, researchers and practitioners working in the fields of education and culture, curriculum studies, and in educational and social foundations.

Why are the fundamentals of education apparently so little changed in our era of digital technology? Is their obstinate persistence evidence of resilience or obsolescence? Such questions can best be answered not by imagining an uncertain high-tech future, but by examining a well-documented past-a history of instruction and media that extends from Gilgamesh to Google. Norm Friesen looks to the combination and reconfiguration of oral, textual, and more recent media forms to understand the longevity of so many educational arrangements and practices. Friesen examines the interrelationship of reading, writing, and pedagogy in the case of the lecture and the textbook-from their premodern to their postmodern incarnations. Over hundreds of years, these two forms have integrated textual, oral, and (more recently) digital media and connected them with changing pedagogical and cultural priorities. The Textbook and the Lecture opens new possibilities for understanding not only mediated pedagogical practices and their reform but also gradual changes in our conceptions of the knowing subject and of knowledge itself.Drawing on wide-ranging scholarship in fields as diverse as media ecology and German-language media studies, Foucauldian historiography, and even archaeological research, The Textbook and the Lecture is a fascinating investigation of educational media.

In the rapidly-changing world of the Internet and the Web, theory and research struggle to keep up with technological, social, and economic developments. In education in particular, a proliferation of novel practices, applications, and forms – from bulletin boards to Webcasts, from online educational games to open educational resources – have come to be addressed under the rubric of «e-learning». In response to these phenomena, Re-thinking E-Learning Research introduces a number of research frameworks and methodologies relevant to e-learning. The book outlines methods for the analysis of content, narrative, genre, discourse, hermeneutic-phenomenological investigation, and critical and historical inquiry. It provides examples of pairings of method and subject matter that include narrative research into the adaptation of blogs in a classroom setting; the discursive-psychological analysis of student conversations with artificially intelligent agents; a genre analysis of an online discussion; and a phenomenological study of online mathematics puzzles. Introducing practical applications and spanning a wide range of the possibilities for e-learning, this book will be useful for students, teachers, and researchers in e-learning.

In the rapidly-changing world of the Internet and the Web, theory and research struggle to keep up with technological, social, and economic developments. In education in particular, a proliferation of novel practices, applications, and forms – from bulletin boards to Webcasts, from online educational games to open educational resources – have come to be addressed under the rubric of «e-learning». In response to these phenomena, Re-thinking E-Learning Research introduces a number of research frameworks and methodologies relevant to e-learning. The book outlines methods for the analysis of content, narrative, genre, discourse, hermeneutic-phenomenological investigation, and critical and historical inquiry. It provides examples of pairings of method and subject matter that include narrative research into the adaptation of blogs in a classroom setting; the discursive-psychological analysis of student conversations with artificially intelligent agents; a genre analysis of an online discussion; and a phenomenological study of online mathematics puzzles. Introducing practical applications and spanning a wide range of the possibilities for e-learning, this book will be useful for students, teachers, and researchers in e-learning.

This book examines how common e-learning technologies open up compelling, if limited, experiential spaces for users, similar to the imaginary worlds opened up by works of fiction. However, these experiential worlds are markedly different from the «real» world of physical objects and embodied relations. This book shows these differences to be of central importance for teaching and learning.

This book examines how common e-learning technologies open up compelling, if limited, experiential spaces for users, similar to the imaginary worlds opened up by works of fiction. However, these experiential worlds are markedly different from the «real» world of physical objects and embodied relations. This book shows these differences to be of central importance for teaching and learning.

Tact and the Pedagogical Relation focuses on two topics of increasing interest both in teacher education and research. It shows how questions of sensitive and attuned action as well as educators’ relations with children and the young are special—uniquely different from other relations and attunements. This collection introduces readers to both classical and contemporary texts, offering many of these in translation for the first time. These illuminate the struggles and rewards of teaching, showing teaching to be an art, simultaneously a personal and professional calling.

"One must assume we are all familiar with what is commonly called ‘education.’" This is how Schleiermacher begins his famous 1826 lecture on the Art of Education. But in proceeding further—and unlike Rousseau or Locke before him—Schleiermacher carefully avoids assuming that education is primarily about a return to nature or about "soundness" of mind and body. Education is instead an ethical and political undertaking and a pragmatic art whose ultimate object and morality has differed greatly over time. It is exercised as a form of practical influence of the older generation on the younger: "A significant part of the activity of the older generation extends toward the younger," Schleiermacher reasons, and it "is more complete and perfect the more it is governed by an idea of what should happen—the more it has an exemplar to guide its action—the more it is an art." This book offers these and other insights on education—long canonical in Central and Northern Europe—for the first time to an English audience. It also provides five chapters by scholars in education and its history that discuss various aspects of Schleiermacher’s lecture.

"One must assume we are all familiar with what is commonly called ‘education.’" This is how Schleiermacher begins his famous 1826 lecture on the Art of Education. But in proceeding further—and unlike Rousseau or Locke before him—Schleiermacher carefully avoids assuming that education is primarily about a return to nature or about "soundness" of mind and body. Education is instead an ethical and political undertaking and a pragmatic art whose ultimate object and morality has differed greatly over time. It is exercised as a form of practical influence of the older generation on the younger: "A significant part of the activity of the older generation extends toward the younger," Schleiermacher reasons, and it "is more complete and perfect the more it is governed by an idea of what should happen—the more it has an exemplar to guide its action—the more it is an art." This book offers these and other insights on education—long canonical in Central and Northern Europe—for the first time to an English audience. It also provides five chapters by scholars in education and its history that discuss various aspects of Schleiermacher’s lecture.

At a time when education is becoming ever more standardized and technocratic, there is renewed interest in the interpersonal, even intimate phenomenon of pedagogical tact. Some speak of a renaissance. Like tact in general, pedagogical tact is a ready and delicate sense of what is fitting and proper in dealing with others. In pedagogy, these "others" are typically children, youth, or students, and tact is exercised as a kind of disposition that is oriented to the learners’ maturation and eventual autonomy. It takes the form of a subtle but active discernment that arises when theories and prescriptions simply do not help. This edited collection, the first to appear on pedagogical tact in English, includes contributions from several authors who are a part of the renaissance in this area. It also features a substantial introduction to the tradition of pedagogy from which tact emerges, and one that also traces the international development of understandings of pedagogical tact.This rich collection of recent texts on pedagogical tact provides a clear and comprehensive introduction to the intricate relationship between theory and practice. It explores various characteristics, contexts, and applications of pedagogical tact, featuring contributions from distinguished scholars from the USA, Sweden, France, Germany, and Switzerland. As the first English-language volume dedicated solely to this topic since Max van Manen’s The Tact of Teaching (1991) and Pedagogical Tact (2015), it is an essential resource. Highly recommended.— Evi Agostini, Director of Studies – Education Directorate of Doctoral Studies, University of Vienna

At a time when education is becoming ever more standardized and technocratic, there is renewed interest in the interpersonal, even intimate phenomenon of pedagogical tact. Some speak of a renaissance. Like tact in general, pedagogical tact is a ready and delicate sense of what is fitting and proper in dealing with others. In pedagogy, these "others" are typically children, youth, or students, and tact is exercised as a kind of disposition that is oriented to the learners’ maturation and eventual autonomy. It takes the form of a subtle but active discernment that arises when theories and prescriptions simply do not help. This edited collection, the first to appear on pedagogical tact in English, includes contributions from several authors who are a part of the renaissance in this area. It also features a substantial introduction to the tradition of pedagogy from which tact emerges, and one that also traces the international development of understandings of pedagogical tact.This rich collection of recent texts on pedagogical tact provides a clear and comprehensive introduction to the intricate relationship between theory and practice. It explores various characteristics, contexts, and applications of pedagogical tact, featuring contributions from distinguished scholars from the USA, Sweden, France, Germany, and Switzerland. As the first English-language volume dedicated solely to this topic since Max van Manen’s The Tact of Teaching (1991) and Pedagogical Tact (2015), it is an essential resource. Highly recommended.— Evi Agostini, Director of Studies – Education Directorate of Doctoral Studies, University of Vienna

This book reflects recent scholarly and theoretical developments in media studies, or Medienwissenschaft.

This volume examines Otto Friedrich Bollnow’s philosophical approach to education, which brought Heidegger’s existentialism together with other theories of what it is to be “human.” This introduction to Bollnow's work begins with a summary of the theoretical influences that Bollnow synthesized, and goes on to outline his highly original account of experiential “educational reality”--namely, as a reality alternately “harmonious” or “broken,” but fundamentally “guided.” This book will be of value to scholars and students of education and philosophy, especially those interested in bringing larger existential questions into connection with everyday educational engagement.