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Pedagogy of Change According to André Giordan
Series: - Practice of Research Method, Volume: 8
Author:
âChanging pedagogy" changes everything. The adoption and implementation of the modified pedagogy begins with critical reflections related to teaching and learning, and the implementation of the pedagogy of change begins with personal experience and the need to change the world in the micro-, meso-, and macro-dimensions. The idea of this book is to show how a man's destiny is closely linked to his activity. This is proven by a biographical analysis of André Giordan's course of life in the heterocentric aspect, because â as Charlotte Bühler argues â it makes it possible to trace the main ideas and products of the researcher's thought when the individual in his expansion is replaced by the expansion of his own productions.
In analyzing André Giordan's social and scientific activity, it is impossible to ignore the dynamics of creative passion, especially in the context of the influence of the social environment on the development of the individual. The positive multi-layered and multifaceted disintegration (according to Kazimierz DÄ browskiâs theory) fostered creative development. The different "levels" of this development are responsible for the formation of experience and find expression in the structure of work and in the various forms of expression.
In analyzing André Giordan's social and scientific activity, it is impossible to ignore the dynamics of creative passion, especially in the context of the influence of the social environment on the development of the individual. The positive multi-layered and multifaceted disintegration (according to Kazimierz DÄ browskiâs theory) fostered creative development. The different "levels" of this development are responsible for the formation of experience and find expression in the structure of work and in the various forms of expression.
Katarzyna PotyraÅa, Ph.D. in Biology, habilitated in Pedagogy, is a Professor at Andrzej Frycz Modrzewski University in Kraków, Poland. She has published monographs and numerous articles on the synergy between new media and didactics, school transformation in response to social change, and the communication of scientific knowledge through various types of media.
Foreword
âDaniel Raichvarg
List of Figures and Tables
Introduction
1 The Theory of Positive Disintegration in the Considerations of André Giordanâs Scientific Achievements: A Special Emphasis on the Charlotte Bühler Method in the Context of Giordanâs Work
2 How the Milestones of André Giordanâs Personal Experience of the World Shaped His Pedagogical Vision of Education
â1 Milestones in André Giordanâs Life and Their Significance from the Point of View of Experiences and Achievements
3 André Giordanâs Scientific Work as a Result of Positive Disintegration
â1 Didactics of the Experimental Sciences
â2 Science and Society
â3 Experimental Science and Key Skills Formation
â4 The Social Importance of Knowledge
â5 Criticism of Nature Education
â6 How Can We Increase the Level of Scientific Literacy?
â7 The New Role of the Teacher
â8 Experimental Approach
â9 Educational Strategies and Methods, and Pedagogical Innovation
â10 State of Knowledge Transmitted to Learners
â11 Studentsâ Knowledge
â12 Relationships between Groups of Issues Analysed during Source Research and the Pattern of Development of the Creator in the Context of the Questions Described in Sections 3.1â3.11
â13 Studentsâ Concepts in the Light of the Representation of Knowledge
â14 Relationships between Groups of Issues Analysed during Source Research and the Pattern of Development of the Creator in the Context of the Questions Described in Section 3.13
â15 The Allosteric Model
â16 Relationships between Groups of Issues Analysed during Source Research and Development of the Creator in the Context of the Questions Described in Section 3.15
4 André Giordanâs Pedagogical Ideas as a Core of the Pedagogy of Change
â1 Towards an Optimal School
â2 Relationships between Groups of Issues Analysed during Source Research and the Pattern of the Creatorâs Development in the Context of the Questions Described in Section 4.1
â3 Therapeutic Patient Education (TPE)
â4 Relationship between the Clusters of Questions Analysed during the Search for Sources and the Creatorâs Developmental Pattern in the Context of the Questions Described in Section 4.3
â5 Museum Education
â6 Relationships between Groups of Issues Analysed during Source Research and the Pattern of the Creatorâs Development in the Context of the Questions Described in Section 5.3
â7 Education for Sustainable Development
â8 Relationships between Groups of Issues Analysed during Source Research and the Creatorâs Development Scheme in the Context of the Questions Described in Section 7
â9 Interpretations, Research, and Practical Applications
5 André Giordan: A Teacher in the Society of the Spectacle or the Implementation of the Idea of Structuralism
â1 The Idea of the Society of the Spectacle versus the Didactics of Yesterday and Today
â2 Homo Spectator and the 21st Century Society of the Spectacle
â3 André Giordanâs Scientific Achievements and the Roles He Has Played in Popular Science Shows, That Is to Say, on the Two Dimensions of His Pedagogical Achievements
â4 Work-Life Balance
6 On the Difficulties and Meaning of Life and the Goodness of Fateâ¦
7 Instead of an Ending â¦
References
âDaniel Raichvarg
List of Figures and Tables
Introduction
1 The Theory of Positive Disintegration in the Considerations of André Giordanâs Scientific Achievements: A Special Emphasis on the Charlotte Bühler Method in the Context of Giordanâs Work
2 How the Milestones of André Giordanâs Personal Experience of the World Shaped His Pedagogical Vision of Education
â1 Milestones in André Giordanâs Life and Their Significance from the Point of View of Experiences and Achievements
3 André Giordanâs Scientific Work as a Result of Positive Disintegration
â1 Didactics of the Experimental Sciences
â2 Science and Society
â3 Experimental Science and Key Skills Formation
â4 The Social Importance of Knowledge
â5 Criticism of Nature Education
â6 How Can We Increase the Level of Scientific Literacy?
â7 The New Role of the Teacher
â8 Experimental Approach
â9 Educational Strategies and Methods, and Pedagogical Innovation
â10 State of Knowledge Transmitted to Learners
â11 Studentsâ Knowledge
â12 Relationships between Groups of Issues Analysed during Source Research and the Pattern of Development of the Creator in the Context of the Questions Described in Sections 3.1â3.11
â13 Studentsâ Concepts in the Light of the Representation of Knowledge
â14 Relationships between Groups of Issues Analysed during Source Research and the Pattern of Development of the Creator in the Context of the Questions Described in Section 3.13
â15 The Allosteric Model
â16 Relationships between Groups of Issues Analysed during Source Research and Development of the Creator in the Context of the Questions Described in Section 3.15
4 André Giordanâs Pedagogical Ideas as a Core of the Pedagogy of Change
â1 Towards an Optimal School
â2 Relationships between Groups of Issues Analysed during Source Research and the Pattern of the Creatorâs Development in the Context of the Questions Described in Section 4.1
â3 Therapeutic Patient Education (TPE)
â4 Relationship between the Clusters of Questions Analysed during the Search for Sources and the Creatorâs Developmental Pattern in the Context of the Questions Described in Section 4.3
â5 Museum Education
â6 Relationships between Groups of Issues Analysed during Source Research and the Pattern of the Creatorâs Development in the Context of the Questions Described in Section 5.3
â7 Education for Sustainable Development
â8 Relationships between Groups of Issues Analysed during Source Research and the Creatorâs Development Scheme in the Context of the Questions Described in Section 7
â9 Interpretations, Research, and Practical Applications
5 André Giordan: A Teacher in the Society of the Spectacle or the Implementation of the Idea of Structuralism
â1 The Idea of the Society of the Spectacle versus the Didactics of Yesterday and Today
â2 Homo Spectator and the 21st Century Society of the Spectacle
â3 André Giordanâs Scientific Achievements and the Roles He Has Played in Popular Science Shows, That Is to Say, on the Two Dimensions of His Pedagogical Achievements
â4 Work-Life Balance
6 On the Difficulties and Meaning of Life and the Goodness of Fateâ¦
7 Instead of an Ending â¦
References
The book is intended for anyone interested in the course of human life in both professional and personal contexts. It may help readers realize that what some perceive as failures in life can actually serve as a catalyst for personal change, without diminishing one's enthusiasm or courage. More specifically, the book is aimed at pedagogy students, teachers, future educators, policymakers, and anyone concerned with change â both at the individual and societal levels â in how we think about learning and the development of a new culture of education.