This book addresses the multiple aims/means structure in educational processes of learning. Learning happens everywhere. When dealing with learning in educational contexts, means and aims always have both a normative and an instrumental content. Furthermore, learning always actualises itself in terms of methods and targets and must be viewed from a teacher’s as well as a student’s perspective. The book deals with learning by using ‘means’ and ‘aim’ as metaphors and analytical categories. As a mean, learning is the description of ‘something which happens in a process’. As an aim, learning is the description of a kind of expertise, which might be the result of a learning process. In order to get an analytical grip of learning as a phenomenon in teaching and within student/teacher interactions, the book conceptualises and discusses the multiple aims/means structure, which we assume characterises processes of learning that involve a teacher and a student.
Cuprins
Learning between Means and Aims; Prerequisites of Learning from Various Means and Aim Perspectives; On Learning (How) to Learn; Practical Emotions in the Processes of Learning; Motivation, Learning, and the Educational Dialogue; Learning Objectives as Frameworks and Resources in Upper Secondary Education: Between Means and Aims; The Didactics of Group Work: Between Means and Aims in Theory and Practice; Formative Reformulations in Interventions on School Development: A Longitudinal Case Study of a Project on Student Note-Writing; A Luhmann-Inspired Approach to Include Neuroscientific Knowledge Concerning Adolescents’ Motivation for Learning in High School Instruction; Patterns of Participation: A Participatory Account of Learning to Teach; About the Authors.
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