Обсуждение:Эмерджентная педагогика
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Не будем забывать и про семейное образование и воспитание. Оно тоже может быть "эмерджентным". Наверно. --[[Участник:Профессор Пчелкин|Профессор Пчелкин]] 04:21, 15 декабря 2010 (UTC) | Не будем забывать и про семейное образование и воспитание. Оно тоже может быть "эмерджентным". Наверно. --[[Участник:Профессор Пчелкин|Профессор Пчелкин]] 04:21, 15 декабря 2010 (UTC) | ||
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| + | Using emergent systems as a model of teaching and learning makes at least three significant contributions to our thinking about teaching, in three very different dimensions. | ||
| + | It invites us into an awareness that the brains of individual students and teachers operate as emergent systems that are neither possible nor desirable to control fully. It invites us to appreciate as well that the activities and benefits of a classroom are not all individual interactions between teacher and student. Interactions among students are equally important; students and teachers are collectively contributing to a somewhat unpredictable project with an insistently social dimension, which is in turn crucial to the individual achievements of all involved. Finally, emergent pedagogy encourages us to consider more carefully the relations between the individual classroom and the larger educational community of which it is a component. | ||
Текущая версия на 09:49, 26 августа 2014
Не будем забывать и про семейное образование и воспитание. Оно тоже может быть "эмерджентным". Наверно. --Профессор Пчелкин 04:21, 15 декабря 2010 (UTC)
Using emergent systems as a model of teaching and learning makes at least three significant contributions to our thinking about teaching, in three very different dimensions. It invites us into an awareness that the brains of individual students and teachers operate as emergent systems that are neither possible nor desirable to control fully. It invites us to appreciate as well that the activities and benefits of a classroom are not all individual interactions between teacher and student. Interactions among students are equally important; students and teachers are collectively contributing to a somewhat unpredictable project with an insistently social dimension, which is in turn crucial to the individual achievements of all involved. Finally, emergent pedagogy encourages us to consider more carefully the relations between the individual classroom and the larger educational community of which it is a component.
