Expression - An Experimental Field for Investigation and Management of the Paradox of Education (With Illustrations from Voice Education)

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F12%3A43883689" target="_blank" >RIV/60076658:12410/12:43883689 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216208:11410/12:10133878

Výsledek na webu

<a href="http://dx.doi.org/10.5539/ies.v5n6p24" target="_blank" >http://dx.doi.org/10.5539/ies.v5n6p24</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5539/ies.v5n6p24" target="_blank" >10.5539/ies.v5n6p24</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Expression - An Experimental Field for Investigation and Management of the Paradox of Education (With Illustrations from Voice Education)

Popis výsledku v původním jazyce

This article introduces and explains the concept of the "paradox of education" for capturing the polarity between autonomy and heteronomy in education. The paradox of education is an essential part of the curriculum and, if not under control, manifests itself in the discrepancy between the teaching process, its objectives and evaluation of its outputs. Especially sensitive to the paradox of education are all disciplines that emphasise students' creative expression. In the text expression and its cultural context - expressivity - are characterised as an experimental field for the investigation and management of the tension between autonomy and heteronomy in education. The characteristics of expression are derived from Goodman's (1976) concept of symbolisation as a type of expression, but is developed with regard to the relationship between subject and cultural context and in relation to Searle's (2004) differentiation of first and third person ontology. The interpretation leads to the f

Název v anglickém jazyce

Expression - An Experimental Field for Investigation and Management of the Paradox of Education (With Illustrations from Voice Education)

Popis výsledku anglicky

This article introduces and explains the concept of the "paradox of education" for capturing the polarity between autonomy and heteronomy in education. The paradox of education is an essential part of the curriculum and, if not under control, manifests itself in the discrepancy between the teaching process, its objectives and evaluation of its outputs. Especially sensitive to the paradox of education are all disciplines that emphasise students' creative expression. In the text expression and its cultural context - expressivity - are characterised as an experimental field for the investigation and management of the tension between autonomy and heteronomy in education. The characteristics of expression are derived from Goodman's (1976) concept of symbolisation as a type of expression, but is developed with regard to the relationship between subject and cultural context and in relation to Searle's (2004) differentiation of first and third person ontology. The interpretation leads to the f

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AN - Psychologie

OECD FORD obor

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Projekt

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Návaznosti

V - Vyzkumna aktivita podporovana z jinych verejnych zdroju

Rok uplatnění

2012

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

International Education Studies

ISSN

1913-9020

e-ISSN

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Svazek periodika

5

Číslo periodika v rámci svazku

6

Stát vydavatele periodika

CA - Kanada

Počet stran výsledku

12

Strana od-do

24-35

Kód UT WoS článku

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EID výsledku v databázi Scopus

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