The Purposes of Education

A Conversation Between John Hattie and Steen Nepper Larsen

John Hattie, Steen Nepper Larsen

• Publisher: Routledge
• Year: 2020
• eBook ISBN: 9781000066029
• Edition: 1
• Topic: Education
• Subtopic: Education General

What are the purposes of education and what is the relationship between educational research and policy? Using the twin lenses of Visible Learning and educational philosophy, these are among the many fascinating topics discussed in extended conversations between John Hattie and Steen Nepper Larsen. This wide-ranging and informative book offers fundamental propositions about the nature of education. It maps out in fascinating detail a coming together of Hattie's empirical data and world-famous Visible Learning paradigm with the rich heritage of educational philosophy. Additionally, it explores the inevitable questions of the purpose of education and the development of students in a learning society.

Part clash of cultures, part meeting of minds, always fascinating and illuminating, this intriguing book will inspire teachers, students, and parents at all levels of the educational system – from kindergarten through school to university.

Conversations include:

What are the purposes of education?

Does educational data speak for itself?

What is the role of the teacher?

Is learning a visible phenomenon?

Is it important to teach and learn specific subjects?

What is the role of neuroscience research?

What is the relationship between educational research and educational politics?

What is the role of the state in education?

Index

Note: Page numbers in italic indicate a figure and page numbers in bold indicate a table on the corresponding page

10 Mindframes for Visible Learning (Hattie) 58, 161, 198, 251, 258–259

21st-Century Skills 76, 195

abduction 68–70

Abrichtung 77, 320

academic achievement see achievement

academics seeking security 288–298

achievement 22–23, 55, 152

Adorno, T.W. 88, 290, 321, 324

‘aha’ moment 37, 126–127

AITSL see Australian Institute for Teachers and School Leaders (AITSL)

Alexander, P. 44, 212

amateurization of education 249

Anderson, C. 14

Antorini, C. 165, 232

apps for teaching 144

Arendt, H. 88, 321

article writing and submission for publication 289–291

Augustine, S. 223

Australian Institute for Teachers and School Leaders (AITSL) 249

Balkanization of academia 201

Barber, M. 183

Barenboim, D. 2

Batchelor, D. 109, 169

Beck, U. 296

Begriffsgeschichte 262

Benedict, T. 239–240

Berckley, J. 37

Bernstein, B. 123

Biesta, G. 51, 52, 53, 86–90, 114–115, 119–127, 133, 135, 142, 172, 190–194, 238, 320

Biggs, J. 76, 190, 265, 279

Bildung 2, 90, 92, 129, 135–137, 142, 176, 183, 203–207, 219, 229, 232–235, 242–243, 251–252, 306; need of 194–196; non-neutrality of 183–186

Blatchford, P. 232

blindness in seeing 64–65, 66, 251

Bloch, Ernst 88, 203, 221, 271, 321

Bloom, B.S. 190

Bloom’s taxonomy 264–265

bottom-up learning 52

Caplan, B. 212

Carroll, L....

Table of contents

• Cover
• Half Title
• Title
• Copyright
• Contents
• Introduction
• I The encounter
• II Does educational data speak for itself?
• III Is learning a visible phenomenon?
• IV Is it important to teach and learn specific subjects?
• V How not to objectify the students and pupils you are studying
• VI What is the role of the teacher?
• VII What is the relation between educational research and educational politics?
• VIII Is it possible to revitalize the German concept of Bildung (i.e., the formation of character and the higher ideas and ideals of education)?
• IX How to differentiate between the how, what, and why of education
• X Is there a purpose of education?
• XI Is it possible to understand pedagogy as an art of decentering?
• XII How to deal with neuroscience
• XIII How to deal with critique
• XIV If schools didn’t exist – would we miss them?
• XV Why are we longing for predictability and security?
• XVI The conversation stops but must continue
• References
• List of abbreviations
• Glossary*
• Index