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Vocational Learning; the Art of Reflective Curiosity.
https://doi.org/10.14995/0002000175
https://doi.org/10.14995/00020001754b8d16e1-e183-4e62-a0da-24f62e5b9ad7
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
3-3 (1.1 MB)
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| アイテムタイプ | 紀要論文 / Departmental Bulletin Paper(1) | |||||||
|---|---|---|---|---|---|---|---|---|
| 公開日 | 2025-10-17 | |||||||
| タイトル | ||||||||
| タイトル | Vocational Learning; the Art of Reflective Curiosity. | |||||||
| 言語 | en | |||||||
| 言語 | ||||||||
| 言語 | eng | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Social Division of Knowledge | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Craft knowledge | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Hands-on tactility | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Productive activity and stored knowledge | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Master-mentor- apprenticeship | |||||||
| 資源タイプ | ||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||
| 資源タイプ | departmental bulletin paper | |||||||
| ID登録 | ||||||||
| ID登録 | 10.14995/0002000175 | |||||||
| ID登録タイプ | JaLC | |||||||
| 著者 |
Mjelde, Liv
× Mjelde, Liv
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| 内容記述 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | Recent discourse in educational theory on the interface between individualized academic learning versus learning through “hands-on” activity and social cooperation holds promise for change in the education of the future. These complex questions are discussed in relation to the writings of Walter Benjamin on craft knowledge and how the hand with its tactility is central in his comprehension of experience. I also view this in the light of recent neuroscientific research on the neural bases of art creation and aesthetic experience. I relate this to my earlier work on mentoring, a concept rooted in the Socratic method that is now in the forefront in discussions about learning and teaching. I propose that a Master-teacher’s work is to promote a pedagogy of questioning to develop learners’ curiosity in cooperation with co-learners. This understanding of learning follows an apprenticeship model where productive activities and stored knowledge are the basis for learning. The model can be observed in the craft traditions of the Middle Ages. | |||||||
| 言語 | en | |||||||
| bibliographic_information |
ja : 職業教育学の探求 en : Bulletin of the study of technical and vocational education and training 号 3, p. 1-8, 発行日 2025-04 |
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| 出版者 | ||||||||
| 出版者 | 名古屋産業⼤学職業教育研究センター | |||||||
| 言語 | ja | |||||||
| 出版者 | ||||||||
| 出版者 | Research Center of Technical and Vocational Education and Training | |||||||
| 言語 | en | |||||||
| item_10002_source_id_9 | ||||||||
| 収録物識別子タイプ | PISSN | |||||||
| 収録物識別子 | 27586294 | |||||||
