Description
Book SynopsisThis text is a call to action. The title Escape from Teaching may sound a bit like an imperative. However, much of the recent findings from educational and brain research, especially regarding the potential benefits of informal and self-structured learning, are never realized in educational practice. It is time to ask: What did we really learn from all those years that we spent in instructional and often insulting contexts? What have we got to show from our formal education and what can we become as a result of this experience? What do we forget in such contexts and did it deprive us of our self-confidence and self-structuring skills? What consequences are associated with seeking and testing can equip us with permanent skills and abilities? How could educational institutions change to become places for successful self-directed skills development? And, how can we, as individuals and as a society, develop the potential that rests within us all?
Trade ReviewMany European and non-European countries, such as Germany, are racing into a momentous educational catastrophe almost unchecked: a competence catastrophe. Instead of nurturing learner competencies, such as creativity and self-directed learning, some educational organizations continue to favor traditional forms of learning, even in the face of digitization, employing what the author refers to as mediation logic that has no backing from modern research evidence in neuroscience and learning research. If the competence catastrophe can be stopped at all, then a courageous train of thought, such as that of Rolf Arnold presented in this book, requires implementation in pedagogical practice! -- John Erpenbeck, PhD, professor, SIBE - Steinbeis University, Berlin
The concept presented in this book by Rolf Arnold provides, among other things, important foundations for understanding the development of diversity competence in education: A self-organized development process facilitated through an enabling educational framework. Doubts, contradictions and confusions are addressed in this book, which promotes an educational framework that targets competence development, including understanding the didactical process of assisting learner competence to systematically cope with the experience of experiencing, but also wider competencies such as the ability to cope with cognitive, but also emotional dissonance. -- Werner Sauter, Blended Solutions GmbH, Berlin
Table of ContentsIntroduction: The reason: the competence catastrophe Chapter 1: The human species is capable of learning Chapter 2: We can learn, but we cannot be taught Chapter 3: Learning is not mediated, but appropriated Chapter 4: We learn from others, but we think alone Chapter 5: Learning is less preparation and more identity formation Chapter 6: Education is about seeking, not finding Chapter 7: Self-study skills are the key to change Chapter 8: A new understanding of learning and how to promote it Chapter 9: Self-learning requires appreciation, guidance, stimulating arrangements, and support Chapter 10: Skills development requires a guide for educational institutions Conclusion: The outlook: Journey to the age of self-structured learning Bibliography Author biography
