Authors
Mannix, ValerieIssue Date
2012-11Subjects
possible and ideal selveslifewide learning
co-creation of knowledge
skills
qualities
dispositions
Metadata
Show full item recordAbstract
This paper focuses on the concept and characteristic elements of motivational self systems, life-wide learning and the vital importance thereof for educators in regard to the facilitation of learners in becoming 'co-creators of knowledge'. In more recent times students have wanted a more active role in regard to knowledge creation in the undergraduate classroom (Mannix, 2008). In this paper, it is advocated that engaging with the knowledge, interests and life situations of learners contributes not only to a collaborative teaching/learning process, but also facilitates learners in the reconstruction of how they perceive knowledge and of their own identities (possible and ideal selves). Furthermore, it is viewed that the further and deeper students are willing to think and draw on their knowledge and own experiences (different learning spaces in which students reside), the more creative and metacognitive they can become. Educational goals of collaboration and empowerment of learners stand in contrast to teaching approaches placing more emphasis on behavioural control. These approaches place importance on the attainment only of specified learning outcomes. Focusing education reform effort on high academic standards does have its merits, but this approach often puts content, curriculum, and assessment, not students, at the centre.Citation
Mannix, V. (2012) 'Different ways of knowing', Journal of Pedagogic Development, 2 (3), pp.33-38.Publisher
University of BedfordshireJournal
Journal of pedagogic developmentAdditional Links
http://www.beds.ac.uk/jpd/journal-of-pedagogic-development-volume-2-issue-3/different-ways-of-knowingType
ArticleLanguage
enSeries/Report no.
Volume 2Issue 3
ISSN
2047-3265Collections
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