Is Knowledge Insertion Desirable?

Autor/in	Tillson, John
Titel	Is Knowledge Insertion Desirable?
Quelle	In: Educational Theory, 70 (2020) 4, S.483-505 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-2004
DOI	10.1111/edth.12436
Schlagwörter	Knowledge Level; Information Transfer; Teaching Methods; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Wissensbasis; Informationsübertragung; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	In this article, John Tillson discusses the conditions under which what he calls "knowledge insertion" would be desirable "for the one who has knowledge inserted." He argues that making use of knowledge insertion would not be cost free; in particular, it would come at the price of relationship goods realized through teacher-learner relationships, and of the "achievement" of learning, at least for the knowledge inserted. Despite these costs, though, Tillson concludes that knowledge insertion would "most often" be desirable since the losses could usually be more than compensated by the knowledge gained or would matter little so long as one realizes the relevant relationship and achievements goods to a satisfactory level at some point in one's life. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01