lnu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Initiating Learning
Lunds Universitetet.
Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
University of Education Ludwigsburg, Germany. (Tacit Dimensions of Pedagogy ; SITE)ORCID iD: 0000-0003-0328-1971
2012 (English)Collection (editor) (Refereed)
Abstract [en]

In current pedagogical theories and their diverse practical applications the explicit decisions on settings of teaching and learning processes rule the field, such as the subjects, schedules, tasks, social settings of learning. Governmental or cybernetic theory where the focus is on explicit issues, factors and didactic models has a great impact on European education, its theories, its practices and its systems.

Seen from a phenomenological perspective, learning processes are never at hand or evident (Meyer-Drawe 2004). Even though the result of our learning might be obvious, we actually do not know how we learn something. The learning process as such is inevitably hidden. Furthermore, a learning process is not only governed by its tasks and conscious motives, but also by implicit and unspoken attitudes and mindsets. It is stimulated by implicit meanings of spoken and written statements, by tacit expressions of bodily communication and interaction, by aesthetical framings as e.g. iconic activities and objects and by the un-verbalized resources and limitations of commodities, tools and architectural environments etc.

Following this argumentation, on the one hand concepts of learning, literacy, competence and attention are discussed. On the other hand, theories on teaching and on teacher education are developed.

Place, publisher, year, edition, pages
New York, Muenster, Berlin: Waxmann Verlag, 2012. , 156 p.
Series
European Perspectives of Educational Practices, ISSN 2193-7141
Keyword [en]
Tacit Dimensions of Pedagogy, Learning Theories, Media, Phenomenology
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-30477ISBN: 978-3-8309-2650-4 (print)OAI: oai:DiVA.org:lnu-30477DiVA: diva2:664939
Available from: 2013-11-18 Created: 2013-11-18 Last updated: 2017-01-16Bibliographically approved

Open Access in DiVA

No full text

Authority records BETA

Herbert, AnnaKraus, Anja

Search in DiVA

By author/editor
Herbert, AnnaKraus, Anja
By organisation
School of Education, Psychology and Sport Science
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 134 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf