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Autodidact
Autodidacticism (also autodidactism) or self-education (also self-learning and self-teaching) is education without the guidance of masters (such as teachers and professors) or institutions (such as schools). Generally, autodidacts are individuals who choose the subject they will study, their studying material, and the studying rhythm and time. Autodidacts may or may not have formal education, and their study may be either a complement or an alternative to formal education. Many notable contributions have been made by autodidacts. Etymology The term has its roots in the Ancient Greek words (, ) and (, ). The related term ''didacticism'' defines an artistic philosophy of education. Terminology Various terms are used to describe self-education. One such is heutagogy, coined in 2000 by Stewart Hase and Chris Kenyon of Southern Cross University in Australia; others are ''self-directed learning'' and ''self-determined learning''. In the heutagogy paradigm, a learner should b ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
List Of Notable Autodidacts
This is a list of notable autodidacts which includes people who have been partially or wholly self-taught. Historical education levels Because of the large increase in years of education since 1800, especially during the early 20th century, it is difficult to define autodidactism and to compare autodidacts during different time periods. Artists and authors * Ellen Gould White, Adventist writer. * Charlotte Perkins Gilman was a feminist writer, lecturer, and thinker at the turn of the 20th century * Suzanne Valadon, self-taught artist of Bohemian Paris * Sor Juana Inés de la Cruz, self-taught scholar and poet of New Spain * Benjamin Kidd (1858–1916), British sociologist, was not given a formal education.Henry Sturt, "Kidd, Benjamin (1858–1916), sociologist," ''Oxford Dictionary of National Biography'', Oxford University Press, 1927. As a working adult, he attended some evening classes and he read incessantly. Kidd gained worldwide fame by the publication of ''Social Evolu ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Didacticism
Didacticism is a philosophy that emphasizes instructional and informative qualities in literature, art, and design. In art, design, architecture, and landscape, didacticism is an emerging conceptual approach that is driven by the urgent need to explain. When applied to ecological questions, didacticism in art, design, architecture and landscape attempts to persuade the viewer of environmental priorities; thus, constituting an entirely new form of explanatory discourse that presents, what can be called "eco-lessons". This concept can be defined as "ecological didacticism". Overview The term has its origin in the Ancient Greek word διδακτικός (''didaktikos''), "pertaining to instruction", and signified learning in a fascinating and intriguing manner. Didactic art was meant both to entertain and to instruct. Didactic plays, for instance, were intended to convey a moral theme or other rich truth to the audience. During the Middle Age, the Roman Catholic chants like the ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Education
Education is a purposeful activity directed at achieving certain aims, such as transmitting knowledge or fostering skills and character traits. These aims may include the development of understanding, rationality, kindness, and honesty. Various researchers emphasize the role of critical thinking in order to distinguish education from indoctrination. Some theorists require that education results in an improvement of the student while others prefer a value-neutral definition of the term. In a slightly different sense, education may also refer, not to the process, but to the product of this process: the mental states and dispositions possessed by educated people. Education originated as the transmission of cultural heritage from one generation to the next. Today, educational goals increasingly encompass new ideas such as the liberation of learners, skills needed for modern society, empathy, and complex vocational skills. Types of education are commonly divided into ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Formal Education
Education is a purposeful activity directed at achieving certain aims, such as transmitting knowledge or fostering skills and character traits. These aims may include the development of understanding, rationality, kindness, and honesty. Various researchers emphasize the role of critical thinking in order to distinguish education from indoctrination. Some theorists require that education results in an improvement of the student while others prefer a value-neutral definition of the term. In a slightly different sense, education may also refer, not to the process, but to the product of this process: the mental states and dispositions possessed by educated people. Education originated as the transmission of cultural heritage from one generation to the next. Today, educational goals increasingly encompass new ideas such as the liberation of learners, skills needed for modern society, empathy, and complex vocational skills. Types of education are commonly divided into formal, ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Philosophy Of Education
The philosophy of education is the branch of applied philosophy that investigates the nature of education as well as its aims and problems. It includes the examination of educational theories, the presuppositions present in them, and the arguments for and against them. It is an interdisciplinary field that draws inspiration from various disciplines both within and outside philosophy, like ethics, political philosophy, psychology, and sociology. These connections are also reflected in the significant and wide-ranging influence the philosophy of education has had on other disciplines. Many of its theories focus specifically on education in schools but it also encompasses other forms of education. Its theories are often divided into descriptive and normative theories. Descriptive theories provide a value-neutral account of what education is and how to understand its fundamental concepts, in contrast to normative theories, which investigate how education should be practiced or what is ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Inquiry-based Learning
Inquiry-based learning (also spelled as enquiry-based learning in British English) is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their own knowledge about the subject. Inquiry-based learning is often assisted by a facilitator rather than a lecturer. Inquirers will identify and research issues and questions to develop knowledge or solutions. Inquiry-based learning includes problem-based learning, and is generally used in small scale investigations and projects, as well as research. The inquiry-based instruction is principally very closely related to the development and practice of thinking and problem solving skills. History Inquiry-based learning is primarily a pedagogical method, developed during the discovery learning movement of the 1960s as a response to traditional forms of instruction—where people were required to memorize info ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Discovery Learning
Discovery learning is a technique of inquiry-based learning and is considered a constructivist based approach to education. It is also referred to as problem-based learning, experiential learning and 21st century learning. It is supported by the work of learning theorists and psychologists Jean Piaget, Jerome Bruner, and Seymour Papert. Jerome Bruner is often credited with originating discovery learning in the 1960s, but his ideas are very similar to those of earlier writers such as John Dewey. Bruner argues that "Practice in discovering for oneself teaches one to acquire information in a way that makes that information more readily viable in problem solving". This philosophy later became the discovery learning movement of the 1960s. The mantra of this philosophical movement suggests that people should "learn by doing". The label of discovery learning can cover a variety of instructional techniques. According to a meta-analytic review conducted by Alfieri, Brooks, Aldrich, and ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Instructional Scaffolding
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning. This learning process promotes a deeper level of learning than many other common teaching strategies. Instructional scaffolding provides sufficient support to promote learning when concepts and skills are being first introduced to students. These supports may include resource, compelling task, templates and guides, and/or guidance on the development of cognitive and social skills. Instructional scaffolding could be employed through modeling a task, giving advice, and/or providing coaching. These supports are gradually removed as students develop autonomous learning strategies, thus promoting their own cognitive, affective and psychomotor learning skills ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Vygotsky
Lev Semyonovich Vygotsky (russian: Лев Семёнович Выго́тский, p=vɨˈɡotskʲɪj; be, Леў Сямёнавіч Выго́цкі, p=vɨˈɡotskʲɪj; – June 11, 1934) was a Soviet psychologist, known for his work on psychological development in children. He published on a diverse range of subjects, and from multiple views as his perspective changed over the years. Among his students was Alexander Luria and Kharkiv school of psychology. He is known for his concept of the zone of proximal development (ZPD): the distance between what a student (apprentice, new employee, etc.) can do on their own, and what they can accomplish with the support of someone more knowledgeable about the activity. Vygotsky saw the ZPD as a measure of skills that are in the process of maturing, as supplement to measures of development that only look at a learner's independent ability. Also influential are his works on the relationship between language and thought, the developme ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Deschooling Society
''Deschooling Society'' is a 1971 book written by Austrian author Ivan Illich that critiques the role and practice of education in the modern world. Summary ''Deschooling Society'' begins as a polemical work that then proposes suggestions for changes to education in society and learning in individual lifetimes. For example, he calls for the use of advanced technology to support "learning webs", which incorporate "peer-matching networks", where descriptions of a person's activities and skills are mutually exchanged for the education that they would benefit from. Illich argued that, with an egalitarian use of technology and a recognition of what technological progress allows, it would be warranted to create decentralized webs that would support the goal of a truly equal educational system: Illich proposes a system of self-directed education in fluid and informal arrangements, which he describes as "educational ''webs'' which heighten the opportunity for each one to transfor ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Ivan Illich
Ivan Dominic Illich ( , ; 4 September 1926 – 2 December 2002) was an Austrian Roman Catholic priest, theologian, philosopher, and social critic. His 1971 book ''Deschooling Society'' criticises modern society's institutional approach to education, an approach that constrains learning to narrow situations in a fairly short period of the human lifespan. His 1975 book ''Medical Nemesis'', importing to the sociology of medicine the concept of medical harm, argues that industrialised society widely impairs quality of life by overmedicalising life, pathologizing normal conditions, creating false dependency, and limiting other more healthful solutions. Illich called himself "an errant pilgrim." Biography Early life Ivan Dominic Illich was born on 4 September 1926 in Vienna, Austria, to Gian Pietro Ilic (Ivan Peter Illich) and Ellen Rose "Maexie" née Regenstreif-Ortlieb. His father was a civil engineer and a diplomat from a landed Catholic family of Dalmatia, with property in th ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
James Watt
James Watt (; 30 January 1736 (19 January 1736 Old Style and New Style dates, OS) – 25 August 1819) was a Scottish people, Scottish invention, inventor, mechanical engineer, and chemist who improved on Thomas Newcomen's 1712 Newcomen steam engine with his Watt steam engine in 1776, which was fundamental to the changes brought by the Industrial Revolution in both his native Great Britain and the rest of the world. While working as an instrument maker at the University of Glasgow, Watt became interested in the technology of steam engines. He realised that contemporary engine designs wasted a great deal of energy by repeatedly cooling and reheating the cylinder (engine), cylinder. Watt introduced a design enhancement, the Watt steam engine#Separate condenser, separate condenser, which avoided this waste of energy and radically improved the power, efficiency, and cost-effectiveness of steam engines. Eventually, he rotative beam engine, adapted his engine to produce rotary motio ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
