Complexity in education from horror to passion 1st Edition by Cok Bakker ISBN 9463007628 9789463007627 by Bakker, Cok; Montessori, Nicolina Montesano 9789463007627, 9789463007634, 9789463007641, 9463007628, 9463007636, 9463007644 instant download after payment.

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ISBN 10: 9463007628 
ISBN 13: 9789463007627
Author: Cok Bakker

"This volume, the result of four years of work performed by the combined research groups of Utrecht University (Faculty of Humanities) and the HU Utrecht University of Applied Sciences (Faculty of Education), focuses on the central theme of ‘Normative Professionalization’. Drawing on a wide variety of scholars including Hannah Arendt, Gert Biesta, Harry Kunneman, Donald Schön and Chris Argyris, and engaging with professionalism, ethics, virtue and morality, this book builds the argument that learning to deal with complexity supports not only education but the personal development of teachers and the improvement of society and democracy as well. This volume presents research on a broad range of topics such as worldview education, co-teaching, moral authorship, traditional-reform perspectives on education, the discourse on citizenship, teacher education, and the question how to link religion and education. The research chapters explain the theoretical lensesand methodological approaches which have been employed to get a grip on complexity. The results have been interpreted in light of the concepts of horror complexitatis, amor complexitatis and dolor complexitatis. Guided by detailed research accounts of worldview descriptions provided by students and teachers, this framework has been enriched with the notion of a passio complexitatis. In the concluding chapters, the book advocates for an improved balance between the normative and instrumental professionalization of teachers, in order to create space for the improvement of pedagogical relations and processes and to reintroduce the moral dimensions of education. The claim throughout this book is that allowing for complexity in education – even going so far as to embrace it – is vital for the improvement of education, and a prerequisite for more authentic relationships (on the micro level) and the maintenance of a well-functioning democracy and a balanced society (on the macro level).  This book is of interest to researchers and educators who are interested in normative professionalization, to qualitative and practice oriented researchers, to teachers and managers in primary, secondary and professional education, and to the wider public which is concerned with the significance of education for the development of a stable and sustainable society."

Complexity in education from horror to passion 1st Table of contents:

1. PROFESSIONALIZATION AND THE QUEST HOW TO DEAL WITH COMPLEXITY
INTRODUCTION
PROFESSIONALITY
INSTRUMENTAL AND NORMATIVE PROFESSIONALITY
THE QUEST FOR GOOD EDUCATION
TOWARDS A BROADER UNDERSTANDING OF THE QUALITY OF EDUCATION
Reflection on ‘Complexity’ as a New, Obvious Step in Our Work
COMPLEXITY POPPING UP IN EDUCATION, WHAT TO DO?
FROM HORROR TO PASSION
REFERENCES
2. DEVELOPING A BETTER UNDERSTANDING OF COMPLEXITY IN EDUCATION: An Introduction to the Various Rese
THEORY AND METHODOLOGY
MORALITY
PHRONESIS
CRAFTSMANSHIP
THE BASIC STRUCTURE OF THE CHAPTERS
A SHORT DESCRIPTION OF THE CHAPTERS TO COME
PART THREE: THE CONCLUDING CHAPTERS
REFERENCES
PART II: THE CORE CHAPTERS OF THE BOOK
3. TEACHING FOR LOVE OF THE WORLD: Hannah Arendt on the Complexities of the Educational Praxis
INTRODUCTION
AMOR: FOR LOVE OF THE WORLD
THE CRISIS OF EDUCATION
Conservatism in Education
The Role of Politics in Education
Biesta’s Critical Reading of “The Crisis of Education”
COMPLEXITAS: TEACHING BETWEEN PAST AND FUTURE
AMOR MUNDI IN THE EDUCATIONAL PRAXIS: THE GOOD TEACHER
NOTES
REFERENCES
4. VIRTUOSIC CITIZENSHIP
INTRODUCTION
THE COMPLEXITY OF REALITY
COMPLEXITY AND GOOD EDUCATION AS A MORAL PRACTICE
COMPLEXITY AND UNICITY IN EXISTING VIEWS ON GOOD CITIZENSHIP IN EDUCATION
CRITICAL REVIEW OF THE OUTLOOK ON COMPLEXITY AND UNICITY IN CITIZENSHIP EDUCATION AT THE GOVERNMENTA
Summary of the Documents
The Government’s View on Citizenship
Coping with the Complexity of Reality
GOOD CITIZENSHIP REQUIRES PRACTICAL WISDOM
Public Domain
Critical Review of the Public Domain as Reflected in the Documents at the Level of the Government
Unknown Other
Critical Review of the Unknown Other as Perceived in the Documents at the Level of the Government
Personal Formation in Citizenship Education
Critical Review of Personal Formation as Perceived in the Documents at the Level of the Government
VIRTUOSIC CITIZENSHIP
CONCLUSION
NOTE
REFERENCES
5. SHAPING PHRONESIS: No Polish without Friction
INTRODUCTION
RESEARCH PROJECT
CONCEPTUAL FRAMEWORK
The Normative Complexity of Teaching as a Profession
Teaching as Craftsmanship and the Passion to Polish
Induction
Phronesis
Morality and Narrativity
MORAL AUTHORSHIP
CASE STUDY
The Perception of the Two Teachers
Considerations about the Case
TEACHER EDUCATION AND DEVELOPMENT
REFERENCES
6. PASSIO COMPLEXITATIS: A Dialogical Approach to Complexity
INTRODUCTION
SOCIETAL AND EDUCATIONAL CONTEXTS
A COMBINED PROJECT: PHD RESEARCH AND WORLDVIEW EDUCATION
THEORETICAL BACKGROUND
METHODOLOGY
EDUCATIONAL VISION OF THE MINOR IN PHILOSOPHY, WORLD RELIGIONS, AND SPIRITUALITY
THE HOLISTIC APPROACH IN WORLDVIEW EDUCATION
PEDAGOGY OF INTERRUPTION IMPLEMENTED IN WORLDVIEW EDUCATION
Three Inspiration Days
Mood Board
PERSONAL WORLDVIEWS REVEALING COMPLEXITY
Tamar (Student-Teacher Primary Education)
Ralph (History Student-Teacher Grade-Two Qualification in Secondary School)
Kate (Student-Teacher Primary Education)
PASSIO COMPLEXITATIS: A DIALOGICAL APPROACH TO COMPLEXITY
CONCLUSION
NOTE
REFERENCES
7. CO-TEACHING: A Means to Support Teachers in Complex Situations?
INTRODUCTION
CONCERNS OF PERIPATETIC TEACHERS IN ROTTERDAM
PPO ROTTERDAM STARTED A PILOT ON CO-TEACHING
RESEARCH METHODOLOGY
THE DUTCH CONTEXT AND CO-TEACHING EXPLAINED
The Dutch Context
Co-Teaching Explained
A CASE STUDY: CO-TEACHING SUPPORT BY A PERIPATETIC TEACHER
Peripatetic Co-Teacher Merlyn
Evaluation of the Pilot by Teachers and Sencos
EXPERIENCES SUPPORTED BY A THEORETICAL FRAMEWORK
CONCLUSIONS
Two Professional Roles at the Same Time
Multiple Qualities
Co-Teaching: A Means to Second Order Change
Equality as Human Beings
How to Deal with Complexity
NOTE
REFERENCES
8. HOW RELIGIOUS EDUCATION TEACHERS USE CLASSROOM RELATIONSHIPS TO ADVANCE THE WORLDVIEW IDENTITY DE
INTRODUCTION
THE CONTEXT OF THE RE FIELD AND IDENTITY DEVELOPMENT: A COMPLEX RELATIONSHIP
THE FRAMEWORK
RESPONDENTS AND RESEARCH METHOD
Selection of the Respondents
Data Collection
Data Analysis
RESULTS
A Brief Summary of Five Core Practices
The Teacher as Significant Other
THE SIXTH CORE PRACTICE: PLAYING A SERIOUS GAME
The Case Study
Why a Serious Game?
CONCLUSION
NOTES
REFERENCES
APPENDIX 8.1. TEACHER/SCHOOL CHARACTERISTICS
APPENDIX 8.2. INTERVIEW QUESTIONS
9. HOW PRIMARY SCHOOL TEACHERS LEARN TO ACT WISELY, BOLDLY, AND INVENTIVELY: The Complex Transition
INTRODUCTION
TRANSITION FROM TRADITION ORIENTED TO PUPIL ORIENTED EDUCATION
THREE PROJECTS
“Primary Schoolchildren Get to Know Religious Stories” (2008–2010)
“The Child and the Big Stories” (2010–2012)
“Learning for Life” (2014–2016)
THREE FIELDS OF TENSION
Field of Tension in Time, Space and Design
Field of Tension in Space for Subject Matter and/or for Pupils
Field of Tension between Roles During Transfer of Knowledge and Roles While Evoking Feelings of Wond
INSIGHT IN THE COMPLEXITY INHERENT IN THE THREE FIELDS OF TENSION
The Dynamic between Dolor and Amor Complexitatis
NOTES
REFERENCES
10. EDUCATING PRACTICALLY WISE TEACHERS: Personal Formation of Students in an Innovative Teacher Tra
INTRODUCTION
THE NEED FOR INNOVATION IN TEACHER EDUCATION: A COMPLEX CHALLENGE
THE PROFESSIONAL PROFILE OF AN EDUCATIONAL CHANGE AGENT
MODEL OF COMPETENCIES
THE PROGRAM OF WINDESHEIM TEACHERS COLLEGE
Personalized Learning
Group Work
Thematic Clusters of the Program
Training in Schools
Teaching
Assessment
Co-Creation
PERSONAL FORMATION OF STUDENTS IN WINDESHEIM TEACHERS COLLEGE
ELABORATING LEARNING OBJECTIVES FOR PERSONAL DEVELOPMENT
Evaluation of the First Course
Elaborating Learning Objectives for PSI
Practical Wisdom and Pedagogical Tact as Theoretical Sources
Specification of Learning Objectives in Combination with a Developmental Perspective
Nature of the PSI Learning Objectives
CONCLUSION
NOTES
REFERENCES
11. INNOVATIVE EDUCATION AND COMPLEXITY
INTRODUCTION
VISION AS A PRINCIPLE FOR THE DRIVE TO INNOVATE
DALTON EDUCATION AND THE COLLECTIVE DRIVE FOR INNOVATION
The Shared-Value Community of Normative Professionals
Normative Professionalism as a Key Trait of Innovation
A CONCEPTUAL MODEL FOR REACTING TO COMPLEXITY
THE ORIGIN OF DALTON EDUCATION
DALTON SCHOOLS IN THE NETHERLANDS
Educational Reform in the Netherlands at the Beginning of the 20th Century
Marginal Existence
Vision Based Education Reform in Government Policy
DALTON EDUCATION IN THE 21ST CENTURY
Traditional Schools
Dalton Schools
Dalton Association
CONCLUSION
REFERENCES
PART III: FINAL REFLECTIONS
12. WHY COMPLEXITY MATTERS
INTRODUCTION
A DISCURSIVE THEORETICAL APPROACH TO DEMOCRACY AND PLURALITY
ONTOLOGICAL WORLDVIEWS CONCERNING THE 21ST CENTURY
A World in Transition
ANALYSIS OF UNESCO AND EU DOCUMENTS ON LIFELONG EDUCATION AND LIFELONG LEARNING (1970–2003)
TRACES OF A SILENT IDEOLOGY IN SOCIETY
A Singular, Instrumental View on Society: The Silent Ideology and the Silent Crisis
The Lack of Morality in Education and Other Professions
FEATURES OF THE SILENT IDEOLOGY IN EDUCATION
Instrumentalized Systems of Administration and Management: The Logic of Indifference
PROMISING MOMENTS OF REFLECTION AND INNOVATION
TOWARDS A PLURALIST SOCIETY: RESTORING THE RES PUBLICA
WHY COMPLEXITY MATTERS
CONCLUSIONS
NOTES
REFERENCES
13. FINAL REFLECTIONS AND CONCLUSIONS
INTRODUCTION
PROBLEMS ENCOUNTERED WHILE ENGAGING WITH NORMATIVE PROFESSIONALIZATION
OVERVIEW OF ALTERNATIVE APPROACHES AND THEIR OUTCOME
A CRITICAL REFLECTION THROUGH THE LENS OF THE MAIN THEORETICAL FRAMEWORK
RECOMMENDATIONS
SOCIAL AND POLITICAL RELEVANCE: TOWARDS A HUMANIST ONTOLOGY
FINAL CONCLUSIONS
REFERENCES

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Tags: Cok Bakker, Complexity, education