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Learning and Space Mean Communication: Theories Rooting in China, India, and Europe

Learning and Space Mean Communication: Theories Rooting in China, India, and Europe
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Author(s): Gilbert Ahamer (Graz University, Austria)
Copyright: 2017
Pages: 31
Source title: Handbook of Research on Administration, Policy, and Leadership in Higher Education
Source Author(s)/Editor(s): Siran Mukerji (Indira Gandhi National Open University, India) and Purnendu Tripathi (Indira Gandhi National Open University, India)
DOI: 10.4018/978-1-5225-0672-0.ch005

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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.

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