Towards a pedagogy of higher education : the Bologna process, didaktik and teaching / by Gunnlaugur Magnússon, Johannes Rytzler.

AcknowledgementsPrefaceIntroductionThe Importance of TeachingA Pedagogical Theory of Teaching in Higher EducationThe Structure of the BookAn InvitationPart 1: The Current Paradigms of Higher EducationChapter 1 Shifting Views on Higher EducationThe UniversityFrom Public Good to Private GoodThe Commodification of Higher EducationThe Educationalization of Social and Political ProblemsLearnification of EducationConcluding RemarksChapter 2 Policy MattersEducation Policy and the Bologna ProcessA Theoretical View on Education PolicyThe Bologna Process as Education PolicyThe Pedagogies of the Bologna ProcessConcluding RemarksChapter 3 University pedagogy, the Bologna Process, and Constructive AlignmentUniversity Teaching and University PedagogyThe "Problem" of Pedagogical CompetenceConstructive Alignment as the Answer to the Bologna ProcessA Critical Perspective on Constructive AlignmentConstructive Alignment and the Politics of Higher EducationConcluding RemarksPart 2: Reconnecting Higher Education and PedagogyChapter 4 Forgotten Connections: The Central Questions of PedagogyThe Concept of Teaching and its Pedagogical RootsTo Formulate the Principles of PedagogyConcluding RemarksChapter 5 Ranciére's Pedagogical Paradox and the Response of DidaktikTeaching as an Emancipatory PracticeRanciére's Paradox: the Explanatory Dead End of TeachingTaking Teaching Seriously with DidaktikMollenhauer meets Ranciére A Ranciérian Notion of DidaktikConcluding RemarksChapter 6 The Morphology of Teaching: Troubling Didaktik with Relational PhilosophyEmbracing the Dilemmas of an Educational RelationThe Violence of TeachingTeaching as a Call from (and Listening to-) the OtherTowards an ethics of the educational relation. A Morphological Twist.In and Out of the Womb of EducationConcluding RemarksPart 3: Towards a Theory of Teaching in Higher EducationChapter 7 Existential Risks and Transformative PotentialsA Pedagogy of Teacher EducationTeacher Education as the Reproduction of DisappointmentThe Education of Education - an Enigma Wrapped in a RiddleConcluding RemarksChapter 8 Rethinking the Paradoxes of Teacher Education with DidaktikTeacher Students as Spectators or Participants?The Ontological and Epistemological Underpinnings of the SchoolThe Transformative Potentials of DidaktikThe Teaching is the Teaching: Teacher Education and Ranciére Didaktik as the Deconstruction of a Pedagogical ParadoxConcluding RemarksChapter 9 Rethinking University PedagogyThe University as Pedagogical Form/FilterStudy as an Amalgam of Teaching and LearningDidaktik and Bringing about the Practice of StudyA Didaktik Approach to University PedagogyConcluding Remarks: The Practice of University Pedagogy

Electronic reproduction. London Available via World Wide Web.

Gunnlaugur Magnússon is Associate Professor of Education at the Department of Education at Uppsala University, Sweden, and a Post-Doctoral Fellow at the Department of Education at the University of Oslo, Norway. His research interests regard education reforms, political ideals and ideologies of education, education policy, and philosophy of education. Johannes Rytzler is a Senior Lecturer at The School of Education, Communication and Culture at Mälardalen University, Sweden. He is particularly interested in analyzing educational concepts and phenomena at the intersection of Pedagogy and Didaktik.

Title details screen.