基本説明
Explores the structure of what it is to have a will to learn.
Full Description
There is an extraordinary but largely unnoticed phenomenon in higher education: by and large, students persevere and complete their studies. How should we interpret this tendency? Students are living in uncertain times and often experience anxiety, and yet they continue to press forward with their studies. The argument here is that we should understand this propensity on the part of students to persist through a will to learn.This book examines the structure of what it is to have a will to learn. Here, a language of being, becoming, authenticity, dispositions, voice, air, spirit, inspiration and care is drawn on. As such, this book offers an idea of student development that challenges the dominant views of our age, of curricula understood largely in terms of skill or even of knowledge, and pedagogy understood as bringing off pre-specified 'outcomes'. The will to learn, though, can be fragile. This is of crucial importance, for if the will to learn dissolves, the student's commitment may falter. Accordingly, more than encouraging an interest in the student's subject or in the acquiring of skills, the primary responsibility of teachers in higher education is to sustain and develop the student's will to learn. This is a radical thesis, for it implies a transformation in how we understand the nature of teaching in higher education.
Contents
AcknowledgementsIntroduction
Part 1:Being and Becoming
1Where there's a will
2Being
3Authenticity
4Becoming
Part 2:Being a Student
5Travel broadens the mind
6A will to offer
7Voice
8Dispositions and qualities
Part 3:Being aTeacher
9The inspiring teacher
10A pedagogy for uncertain times
11Space and risk
12A critical spirit
Coda:Puzzles and Possibilities
Notes
Bibliography
Subject Index
Name Index
