Reconceptualizing Study in Educational Discourse and Practice: 1st Edition (Hardback) book cover

Reconceptualizing Study in Educational Discourse and Practice

1st Edition

Edited by Claudia W. Ruitenberg

Routledge

176 pages

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pub: 2017-04-13
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Description

Addressing studying as a distinct educational concept and phenomenon in its own right, the essays in this volume consider study and studying from a range of perspectives. Countering dominant educational discourses, which place a heavy emphasis on learning and instruction, the contributors explore questions such as: What does it mean to study something? How is studying something different from being taught about it, or learning something about it? What does the difficulty demanded by study mean for the one who studies and for the teacher? What mode of existence does study induce? The book highlights the significance of study not only, or even primarily, for its educational outcome, but as a human activity.

Table of Contents

Contents

 

Acknowledgements

1 Introduction: Retrieving and Recognizing Study

Claudia W. Ruitenberg

2 Study: An Example of Potentialism

Tyson E. Lewis

3 Unlearning with Hannah: Study as a Curriculum of Second Thoughts

Anne M. Phelan

4 Some Notes on the University as Studium: A Place of Collective Public Study

Jan Masschelein

5 Study: The "Interval" of Liberal Learning

Stephanie Mackler

6 The Passion of Education: On Study, Studenting, Doing, and Affection

Gert J. J. Biesta

7 Study as Sacred

Alan A. Block

8 Study: Concerning Relationship in Educational Experience

William F. Pinar

9 Thought and Study: The Rigor of Having an Idea

Samuel D. Rocha and Daniel J. Clegg

10 Apprenticeship Under Study: Towards an Educational Dimension of Apprenticeship

Florelle D’Hoest

11 Teaching Through the Performance of Study: The maître à étudier

Claudia W. Ruitenberg

12 Studying as Privilege: Latin American Travelers, the German Painter and the Flâneur

David Romero

Index

List of Contributors

About the Editor

Claudia W. Ruitenberg is Associate Professor, Department of Educational Studies, University of British Columbia, Canada.

About the Series

Studies in Curriculum Theory Series

In this age of multimedia information overload, scholars and students may not be able to keep up with the proliferation of different topical, trendy book series in the field of curriculum theory. It will be a relief to know that one publisher offers a balanced, solid, forward-looking series devoted to significant and enduring scholarship, as opposed to a narrow range of topics or a single approach or point of view. This series is conceived as the series busy scholars and students can trust and depend on to deliver important scholarship in the various "discourses" that comprise the increasingly complex field of curriculum theory.

The range of the series is both broad (all of curriculum theory) and limited (only important, lasting scholarship) – including but not confined to historical, philosophical, critical, multicultural, feminist, comparative, international, aesthetic, and spiritual topics and approaches. Books in this series are intended for scholars and for students at the doctoral and, in some cases, master's levels.

Persons interested in submitting book proposals or in serving as reviewers for this series are invited to contact

Professor William F. Pinar

Canada Research Chair
University of British Columbia

Faculty of Education

Department of Curriculum Studies

2125 Main Mall

Vancouver, British Columbia V6T 1Z4

Canada

EMAIL: William.Pinar@ubc.ca

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDU000000
EDUCATION / General
EDU003000
EDUCATION / Aims & Objectives
EDU007000
EDUCATION / Curricula
EDU040000
EDUCATION / Philosophy & Social Aspects