Scientific Sources and Teaching Contexts Throughout History: Problems and Perspectives
Making clear the meaning of "context" and highlighting the complexity hidden in the words "teaching" and "learning", this book presents comparatist approaches and emphasizes the notion of teaching as projects embedded in coherent treatises or productions
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| Format: | Edited Volume |
| Language: | English |
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Dordrecht s.l.
Springer Netherlands Imprint: Springer
2014
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| Series: | Boston Studies in the Philosophy and History of Science
301 SpringerLink Bücher |
| Volumes / Articles: | Show Volumes / Articles. |
| DOI: | 10.1007/978-94-007-5122-4 |
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| Online Access: | Verlag, Volltext: https://doi.org/10.1007/978-94-007-5122-4 Resolving-System, lizenzpflichtig, Volltext: http://dx.doi.org/10.1007/978-94-007-5122-4 Cover: https://swbplus.bsz-bw.de/bsz398194939cov.jpg 
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| Author Notes: | edited by Alain Bernard, Christine Proust |
| Summary: | Making clear the meaning of "context" and highlighting the complexity hidden in the words "teaching" and "learning", this book presents comparatist approaches and emphasizes the notion of teaching as projects embedded in coherent treatises or productions This book examines the textual, social, cultural, practical and institutional environments to which the expression “teaching and learning contexts” refers. It reflects on the extent to which studying such environments helps us to better understand ancient or modern sources, and how notions of “teaching” and “learning” are to be understood. Tackling two problems: the first, is that of certain sources of scientific knowledge being studied without taking into account the various “contexts” of transmission that gave this knowledge a long-lasting meaning. The second is that other sources are related to teaching and learning activities, but without being too precise and demonstrative about the existence and nature of this “teaching context”. In other words, this book makes clear what is meant by “context” and highlights the complexity of the practice hidden by the words “teaching” and “learning”. Divided into three parts, the book makes accessible teaching and learning situations, presents comparatist approaches, and emphasizes the notion of teaching as projects embedded in coherent treatises or productions. |
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| Item Description: | Description based upon print version of record |
| Physical Description: | Online Resource |
| ISBN: | 9789400751224 |
| DOI: | 10.1007/978-94-007-5122-4 |