Indirect Education

Indirect Education discusses direct and indirect pedagogies, and the complexities of these concepts within the field of education practice and research. It addresses the question of when it is most beneficial to be indirect with regards to teaching and educational research.

Indirect Education discusses direct and indirect pedagogies and the complexities of these concepts within the field of education practice and research. It addresses the question of when it is most beneficial to be indirect with regard to teaching and educational research.

The book offers an original approach to education in how it reasserts our right to a sense of ownership and agency in educational explorations. It argues that there should be space for indirect ways of teaching and communication when matters without clear answers and objectives enter the educational sphere. Bringing together a mix of empirical studies presented with a degree of storytelling, the book explores the literature of educational theory to make a novel and relatable argument for making space for indirectness in learning contexts.

Putting forward a compelling case that is necessary for education in the difficult times that we are living in, the book will appeal to academics, researchers and students in the fields of educational theory, pedagogy, leadership studies and educational practice.

The Open Access version of this book, available at www.taylorfrancis.com**, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.**

Autorentext

Herner Saeverot is Professor of Education at Western Norway University of Applied Sciences in Bergen, and Professor II at NLA University College in Oslo, Norway.

Klappentext

Indirect Education discusses direct and indirect pedagogies and the complexities of these concepts within the field of education practice and research. It addresses the question of when it is most beneficial to be indirect with regard to teaching and educational research. The book offers an original approach to education in how it reasserts our right to a sense of ownership and agency in educational explorations. It argues that there should be space for indirect ways of teaching and communication when matters without clear answers and objectives enter the educational sphere. Bringing together a mix of empirical studies presented with a degree of storytelling, the book explores the literature of educational theory to make a novel and relatable argument for making space for indirectness in learning contexts. Putting forward a compelling case that is necessary for education in the difficult times that we are living in, the book will appeal to academics, researchers and students in the fields of educational theory, pedagogy, leadership studies and educational practice. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

Inhalt

Introduction. Expanding the forms of education

1 Justification. Education is indirect by natureso what's the problem?

2 Teaching. Four forms of teaching. Excerpts from observations at a secondary school

3 Communication. Janus-faced forms of indirect communication. Teacher interview and thought experiments

4 Ethics. Where is the boundary between the ethical and the unethical regarding teachers' indirect actions? A case study

5 Time. How may 'genuine time' be an integral element in student's existence? A case study

6 Education research. The direct and indirect paths of education research

7.The educational researcher. Ironic indirection and the 'I' in education research

Afterword. The wisdom of teachers. A conversation with three teachers ****