scholarly journals Short Cuts and Extended Techniques: Rethinking relations between technology and educational theory

2014 ◽  
Vol 47 (8) ◽  
pp. 786-803 ◽  
Author(s):  
Kurt Thumlert ◽  
Suzanne de Castell ◽  
Jennifer Jenson
Keyword(s):  
Educational Theory ◽  
Extended Techniques

»Fragile Bildung«? Eher nicht …

2020 ◽  
Vol 96 (1) ◽  
pp. 41-59
Author(s):  
Roland Reichenbach
Keyword(s):  
Early Adulthood ◽  
Educational Theory ◽  
Willingness To Engage

Abstract Is ›Bildung‹ Fragile? Rather Not … The article is presenting a couple of rather skeptical viewpoints on the utility and adequacy of the notion of ›fragility‹ for educational theory, and especially the topic of ›Bildung‹. Processes of ›Bildung‹, it is argued, may be uncertain, fleeting, hard to begin and to maintain, but not fragile. In four chapters, the author focuses on aspects of understanding ›Bildung‹ mainly as a process of searching, and a most often dialectical venture to which many persons neither have access nor the willingness to engage with in their adolescence and early adulthood.

Pädagogische Ganzheit, Krieg und Frieden

2019 ◽  
Vol 95 (1) ◽  
pp. 24-43
Author(s):  
Jürgen Oelkers
Keyword(s):  
19Th Century ◽  
Educational Theory ◽  
War And Peace ◽  
World War ◽  
Educational Theories ◽  
The World

Abstract Education for Wholeness, War and Peace ›Wholeness‹ is a topic in educational theory since the Baroque age. In 19th century political concepts of ›wholeness‹ came into being. The article asks what happened to educational theories that were bound to concepts like ›volk‹, ›race‹, ›nation‹ or ›the world‹. Those theories appeared before, during and after World War I. The topics were ›war‹ and ›peace‹ and the rhetorics of wholeness were used on both sides. Because of that, educational theory should abandon the suggestive language of wholeness.

scholarly journals Medical Education From a Theory–Practice–Philosophy Perspective

2021 ◽  
Vol 8 ◽  
pp. 237428952110102
Author(s):  
Susan A. Kirch ◽  
Moshe J. Sadofsky
Keyword(s):  
United States ◽  
Medical Education ◽  
Curriculum Design ◽  
Historical Perspective ◽  
Curriculum And Instruction ◽  
Medical Curriculum ◽  
Educational Theory ◽  
The United States ◽  
History Of ◽  
How People Learn

Medical schooling, at least as structured in the United States and Canada, is commonly assembled intuitively or empirically to meet concrete goals. Despite a long history of scholarship in educational theory to address how people learn, this is rarely examined during medical curriculum design. We provide a historical perspective on educational theory–practice–philosophy and a tool to aid faculty in learning how to identify and use theory–practice–philosophy for the design of curriculum and instruction.

Surgical Anatomy for Extended Facelift Techniques

2020 ◽  
Vol 36 (03) ◽  
pp. 309-316
Author(s):  
Ozcan Cakmak ◽  
Ismet Emrah Emre
Keyword(s):  
Facial Nerve ◽  
Soft Tissues ◽  
Extended Techniques ◽  
Surgical Anatomy ◽  
Superficial Musculoaponeurotic System ◽  
Increased Risk ◽  
The Face ◽  
Facial Soft Tissues ◽  
Relationship Of ◽  
The Relationship

AbstractPreservation of the facial nerve is crucial in any type of facial procedure. This is even more important when performing plastic surgery on the face. An intricate knowledge of the course of the facial nerve is a requisite prior to performing facelifts, regardless of the technique used. The complex relationship of the ligaments and the facial nerve may put the nerve at an increased risk of damage, especially if its anatomy is not fully understood. There are several danger zones during dissection where the nerve is more likely to be injured. These include the areas where the nerve branches become more superficial in the dissection plane, and where they traverse between the retaining ligaments of the face. Addressing these ligaments is crucial, as they prevent the transmission of traction during facelifts. Without sufficient release, a satisfying pull on the soft tissues may be limited. Traditional superficial musculoaponeurotic system techniques such as plication or imbrication do not include surgical release of these attachments. Extended facelift techniques include additional dissection to release the retaining ligaments to obtain a more balanced and healthier look. However, these techniques are often the subject of much debate due to the extended dissection that carries a higher risk of nerve complications. In this article we aim to present the relationship of both the nerve and ligaments with an emphasis on the exact location of these structures, both in regard to one another and to their locations within the facial soft tissues, to perform extended techniques safely.

Writing and Différance

Semiotica ◽  
2016 ◽  
Vol 2016 (212) ◽  
pp. 81-96
Author(s):  
Peter Pericles Trifonas
Keyword(s):  
Educational Theory ◽  
Reading And Writing ◽  
Theory Of Education ◽  
Theory Of Reading

AbstractThe theme of pedagogy and more generally education as supplementarity has been all but ignored in critical discussions engaging Jacques Derrida’s of grammatology. By and large, the sustained emphasis of inquiry has instead been on evaluating the epistemological and methodological parameters of deconstruction as a theory of reading and writing and not as a treatise on the ethics of pedagogical praxis. The essay rereads “... That Dangerous Supplement...,” the chapter on Rousseau on writing, while keeping the theme of pedagogy at the forefront of the analysis of supplementarity. Derrida presents for the “science of a new writing” in the “gram” that flourishes within the codic play of differences. But it is as différance that the grammatological conversion of semiology takes place via deconstruction. Such a focus provides new insights into deconstruction that could allow us to effectively gauge the edusemiotic potential of its influence on educational theory, not only as a theoretical departure from classical modes of reading and writing, but as the inaugural steps toward and beyond a theory of education that could ground an ethical praxis.

‘A Heap of Broken Images’? Reviving Austro-German Debates over Musical Meaning, 1900–36

2013 ◽  
Vol 138 (1) ◽  
pp. 129-174 ◽  
Author(s):  
Matthew Pritchard
Keyword(s):  
Twentieth Century ◽  
Educational Theory ◽  
First Century ◽  
Critical Hermeneutics ◽  
Musical Meaning ◽  
Force And Motion ◽  
The Status ◽  
Musical Interpretation ◽  
Twenty First Century

AbstractThis article examines a range of writings on the status of musical interpretation in Austria and Germany during the early decades of the twentieth century, and argues their relevance to current debates. While the division outlined by recent research between popular-critical hermeneutics and analytical ‘energetics’ at this time remains important, hitherto neglected contemporary reflections by Paul Bekker and Kurt Westphal demonstrate that the success of energetics was not due to any straightforward intellectual victory. Rather, the images of force and motion promoted by 1920s analysis were carried by historical currents in the philosophy, educational theory and arts of the time, revealing a culturally situated source for twenty-first-century analysis's preoccupations with motion and embodiment. The cultural relativization of such images may serve as a retrospective counteraction to the analytical rationalizing processes that culminated specifically in Heinrich Schenker's later work, and more generally in the privileging of graphic and notational imagery over poetic paraphrase.

Sign in / Sign up

Export Citation Format

Share Document