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Pensamiento educativo Vol. 14 (1994).
La formación requiere un aprendizaje constante que es necesario acercar al desarrollo de actividades profesionales y a la práctica profesional.
Based on twenty case studies of universities worldwide, and on a survey administered to leaders in 101 universities, this open access book shows that, amidst the significant challenges caused by the COVID-19 pandemic, universities found ways to engage with schools to support them in sustaining educational opportunity. In doing so, they generated considerable innovation, which reinforced the integration of the research and outreach functions of the university. The evidence suggests that universities are indeed open systems, in interaction with their environment, able to discover changes that can influence them and to change in response to those changes. They are also able, in the success of their efforts to mitigate the educational impact of the pandemic, to create better futures, as the result of the innovations they can generate. This challenges the view of universities as "ivory towers" being isolated from the surrounding environment and detached from local problems. As they reached out to schools, universities not only generated clear and valuable innovations to sustain educational opportunity and to improve it, this process also contributed to transform internal university processes in ways that enhanced their own ability to deliver on the third mission of outreach
Self-directed learning seeks to provide students with the greatest possible control over the content of their courses and the methods used to deliver them. This fits with counselling process, where the intention is to increase the client's power and autonomy. This book gives practical examples of ways in which this method has been carried out and considers some of the dilemmas facing both students and trainers. Self-directed Learning in Counsellor Training provides a developmental model of self-directed learning together with exercises and methods of facilitating. It looks at ways of managing entry into this form of learning and demonstrates methods of designing courses which reinforce the principles. There is a discussion of the underlying philosophy, the possible outcomes and examples of ways to self and peer assess.
Since its inception, anthropology's authority has been based on the assumption that it is a unified discipline emanating from the West. In an age of heightened globalization, anthropologists have failed to discuss consistently the current status of their practice and its mutations across the globe. World Anthropologies is the first book to provoke this conversation from various regions of the world in order to assess the diversity of relations between regional or national anthropologies and a contested, power-laden Western discourse. Can a planetary anthropology cope with both the 'provincial cosmopolitanism' of alternative anthropologies and the 'metropolitan provincialism' of hegemonic schools? How might the resulting 'world anthropologies' challenge the current panorama in which certain allegedly national anthropological traditions have more paradigmatic weight - and hence more power - than others? Critically examining the international dissemination of anthropology within and across national power fields, contributors address these questions and provide the outline for a veritable world anthropologies project.
Learn what a flipped classroom is and why it works, and get the information you need to flip a classroom. You’ll also learn the flipped mastery model, where students learn at their own pace, furthering opportunities for personalized education. This simple concept is easily replicable in any classroom, doesn’t cost much to implement, and helps foster self-directed learning. Once you flip, you won’t want to go back!
Western civilization is the Utopia of a better and higher life on Earth. The globalization of neo-liberalism proves that this project has failed. The paradigm of «Critical Theory of Patriarchy» explains this failure and discusses alternatives. By confronting the central civilizations in history, the egalitarian, life-oriented matriarchal one, and the hierarchical, nature and life dominating, hostile patriarchal one, we see that 5000 years of patriarchy have «replaced» matriarchies and nature itself by a «progressive» counter-world of «capital». This transformation characterizes «capitalist patriarchy» including «socialism». Its demise is due to the «alchemical» destruction of the world's resources, thought of, theologically legitimized and fetishized as «creation». This violence is not recognized. Elites have, instead, begun with a new «military alchemy», treating the whole Planet as weapon of mass destruction. Hence, the «Planetary Movement for Mother Earth».
Bright, humorous and engaging, Marcet's best-selling 1805 book was designed to introduce women to scientific ideas.