The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Learning and Space Mean Communication: Theories Rooting in China, India, and Europe
Abstract
This chapter places learning into a wider context and suggests three main categories as modes of thinking: the level of facts, the level of interaction and the level of perspectives. In order to provide a fresh view, learning as such is founded on communication (in several possible forms, including non-spatial e-learning). Successful learning from an evolutionary, global view is seen as enabling realities to actually be changed cooperatively. Didactics is seen as training directed at changing perspectives. Building on a concept of space that is generated by communication, and after a survey of historic approaches to space and cognition from Asia and Europe, learning is understood to be a generic result of the manifoldness of views and perspectives. A core suggestion of this text is: “to accelerate time means to facilitate learning” and vice-versa: “learning means to accelerate time”. An approach of “meta-didactics” is proposed to lead to a competence that is capable of bridging all possible standpoints – especially in the fields of globalization, multicultural comprehension and education towards global peace.
Related Content
Anastasia A. Katou, Mohinder Chand Dhiman, Anastasia Vayona, Maria Gianni.
© 2024.
22 pages.
|
José Ricardo Andrade.
© 2024.
20 pages.
|
Richa Kapoor Mehra.
© 2024.
17 pages.
|
Rajwant Kaur.
© 2024.
14 pages.
|
Namrita Kalia.
© 2024.
14 pages.
|
Hasiba Salihy, Dipanker Sharma.
© 2024.
14 pages.
|
Priya Sharma, Rozy Dhanta, Atul Sharma.
© 2024.
20 pages.
|
|
|