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‘the unexamined life is not worth living’ may, in reality, come true. In this chapter, I will outline a nomadic pedagogy that serves to critically interrogate the human/technology relationship. I will also consider the ethico-virtuous dimensions expressed by Thales’ dictum ‘know thyself,’ something
product separate from oneself but rather in one’s actions with one’s fellows. It is personal knowledge in that, in the living of one’s life, it characterises and expresses the kind of person that one is. (p. 244) In this sense, phronesis is conceived as being value laden, as in the way one person
dramatic events to happen, events that are part of our being in the world. By acting in a certain way we have also done many things that we did not intend to do. Every act has unintended consequences for the good and for the bad. Our awareness of reality does not coincide with our living in the world
January 2007, culminating in a sound and image exhibit at London: A Life in Maps. Our main objectives were to: – Make risk an integral element of physical exploration of the building to connect personal and public spaces – Use experts and resources at the British Library to create content for a sound
The difference between the technical object and the living thing is a question of how great a latitude of becoming their past conditioning will permit. There is life when taking-form maintains itself at the brink. Life lives on a moving threshold of metastability, of fragile, provisional equilibrium
and young adults in science perception. Mares et al. argues that television increases scientific-enthusiasm in addition to teaching science content. Interest in science careers can be motivated by using the method of literature circles (Straits & Nichols, 2005). A literature circle assigns
quality of life, and the quality in communication and working together with other people.’ ‘In my opinion, the original thing with this book is that all disciplines are integrated with each other. Senge emphasizes the importance of ‘seeing things as PATTERN: REACTION SHEETS 79 a whole’ rather than
developing expertise, broadening our scope, and improving our capacities and response repertoire. Motivation is the driving force of developing capabilities. Therefore, a game should be motivating for the participants, stimulating them to perform to the best of their abilities. They should feel competent
presented in the opening section of this contribution, KC goals incorporate material aspects such as helping women to give birth (Lave & Wenger, 1991), developing software (Lee & Cole, 2003), living a healthy and productive life (Lave & Wenger, 1991; Watson-Gegeo, 2005), or safely guiding aeroplanes
many students are well below those needed for today’s technical workplace (Berryman, 1993). Lectures and rote memorization, motivated by instructor convenience rather than pedagogical effectiveness, are particularly ill suited for training lifelong learners in a knowledge-based economy. Besides the