PL EN


2017 | 2 |
Article title

Przemyśleć studiowanie. Reconceptualizing Study in Educational Discourse and Practice, red. Claudia W. Ruitenberg, Routledge 2017, ss. 184

Content
Title variants
PL
Reflection of Studying. The review of Reconceptualizing Study in Educational Discourse and Practice, red. Claudia W. Ruitenberg, Routledge 2017, 184 pages
Languages of publication
Abstracts
PL
W tekście zostaje podjęta refleksja nad studiowaniem jako koncepcją i fenomenem. Zaprezentowano wielość głosów, które ujawniają się w książce Reconceptualizing Study in Educational Discourse and Practice, wskazując tym samym na niejednoznaczność studiowania oraz obszary problemowe związane z daną koncepcją i fenomenem.
EN
The text is a reflection on studying as a concept and a phenomenon. It shows the diverse opinions included in the book Reconceptualizing Study in Educational Discourse and Practice, pointing to the ambiguity of studying and the problem areas associated with each concept and phenomenon.
Publisher

Year
Volume
2
Physical description
Dates
published
2017
Contributors
References
  • Biesta, G. (2004). Against learning. Reclaming a language for education in an age of learning. Nordisk Pedagogik, nr 1.
  • Block, A.A. (2017). Study as Scared. W: C.W. Ruitenberg (red.), Reconceptualizing Study in Educational Discourse and Practice. New York, London: Routledge.
  • D’Hoest, F. (2017). Apprenticeship Under Study: Toward an Educational Dimension of Apprenticeship. W: C. W. Ruitenberg (red.), Reconceptualizing Study in Educational Discourse and Practice. New York, London: Routledge.
  • Gould-Wartofsky, M.A. (2015). The Occupiers. The Making of The 99 Percent Movement. New York: Oxford University Press.
  • Lewis, T.E. (2013). On Study: Giorgio Agamben and Educational Potentiality. New York, London: Routlege.
  • Masschelein, J. (2017). Some Notes on the Univeristy as Studium: A Place of Collective Public Study. W: C. W. Ruitenberg (red.), Reconceptualizing Study in Educational Discourse and Practice. New York, London: Routledge.
  • McCall, D. (1989). The Silence of Bartleby. New York: Cornell University Press.
  • Phelan, A.M. (2017). Unlearning with Hannah: Study as a Curriculum of Second Thoughts. W: C.W. Ruitenberg (red.), Reconceptualizing Study in Educational Discourse and Practice. New York, London: Routledge.
  • Romero, D. (2017). Studying as Privilege: Latin American Traveles, the German Painter, and the Flâneur. W: C.W. Ruitenberg (red.), Reconceptualizing Study in Educational Discourse and Practice. New York, London: Routledge.
  • Ruitenberg, C.W. (2017). Introduction: Retrieving and Recognizing Study. W: C.W. Ruitenberg (red.), Reconceptualizing Study in Educational Discourse and Practice. New York, London: Routledge.
  • Ruitenberg, C.W. (2017). Teaching Throught the Performance od Ftudy: The Maître à Étudier. W: C.W. Ruitenberg (red.), Reconceptualizing Study in Educational Discourse and Practice. New York, London: Routledge.
  • Szwabowski, O. (2015). Agambenowska szczelina edukacyjna. [Recenzja Lewis, T.E. (2013). On Study: Giorgio Agamben and Educational Potentiality. New York: Routlege]. Pedagogika Szkoły Wyższej, 1, 121–134.
Document Type
Publication order reference
Identifiers
URI
http://hdl.handle.net/11320/6688
YADDA identifier
bwmeta1.element.hdl_11320_6688
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