Holistic teaching. Nonverbal and verbal - according to person's nature. An answer to Hattie's meta-analysis lacking knowledge.

Autor/in	Roth, Elisabeth
Titel	Holistic teaching. Nonverbal and verbal - according to person's nature. An answer to Hattie's meta-analysis lacking knowledge.
Quelle	Aachen: Shaker (2013), IX, 124 S.Verfügbarkeit
Reihe	Berichte aus der Pädagogik
Beigaben	Tabellen; Literatur- und URL-Angaben S. 108-120
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISSN	0945-0920
ISBN	3-8440-2250-3; 978-3-8440-2250-6
Schlagwörter	Pädagogischer Prozess; Kommunikation; Nonverbale Kommunikation; Persönlichkeit; Verhaltensänderung; Verstehen; Lehrer; Schüler-Lehrer-Beziehung; Schüler; Interaktion; Feedback; Ganzheitlicher Unterricht; Unterrichtserfolg; Unterrichtsgestaltung; Unterricht; Körpersprache; Durchführung; Forschungsbericht; Wirkung; Frankreich; Straßburg; Wien; Österreich
Abstract	This book [...] is written "with and against" J.A.C. Hattie's results of the biggest meta-analysis of teaching strategies which mostly ignore the scientific level of unconscious nonverbal or body strategies. By far, these are strong barriers rather than help for the intellectual strategies or the content knowledge. The current approach to teaching results in strongly negative consequences such as; blocking rational education exponentially to an inestimable degree; establishing a two to three class society in the learning group; being a risk to persons' health; as was shown by the results of four representative studies in three very different subjects in Strasbourg and Vienna. "Holistic - nonverbal and verbal - teaching" initiates the way to the natural, therefore efficient, equal and healthy direction of education. It removes the anachronistic, verbally mostly one-sided professionalisation of teaching methods with their highly destructive effects on persons' nature, abilities and efforts. The latest interdisciplinary insights prove that a restructuring of "teacher training" and education is essential. This then has to benefit persons rather than putting their well-being at risk by working counterproductively and risking their health in the long run rather than improving it. This new way of education is presented epistemologically and empirically with some practical hints to the first steps anyone can take to change the current inhuman teaching system. Change always starts with the individual person - and to ignite this change is the aim of this book. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/4