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  • The importance of knowledge and curriculum -routledge handbook-submitted

    Rights statement: This is an Accepted Manuscript of a book chapter published by Routledge/CRC Press in The Routledge International Handbook of Student-Centered Learning and Teaching in Higher Education on 29/07/2020, available online: https://www.routledge.com/The-Routledge-International-Handbook-of-Student-Centered-Learning-and-Teaching/Hoidn-Klemencic/p/book/9780367200527

    Accepted author manuscript, 470 KB, PDF document

    Embargo ends: 29/01/22

    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

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How Student-Centered Learning and Teaching can Obscure the Importance of Knowledge in Educational Processes and why it Matters

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter (peer-reviewed)peer-review

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How Student-Centered Learning and Teaching can Obscure the Importance of Knowledge in Educational Processes and why it Matters. / Ashwin, Paul.

The Routledge International Handbook of Student-Centered Learning and Teaching in Higher Education. ed. / Sabine Hoidn; Manja Klemenčič. London : Routledge, 2020.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter (peer-reviewed)peer-review

Harvard

APA

Vancouver

Ashwin P. How Student-Centered Learning and Teaching can Obscure the Importance of Knowledge in Educational Processes and why it Matters. In Hoidn S, Klemenčič M, editors, The Routledge International Handbook of Student-Centered Learning and Teaching in Higher Education. London: Routledge. 2020

Author

Ashwin, Paul. / How Student-Centered Learning and Teaching can Obscure the Importance of Knowledge in Educational Processes and why it Matters. The Routledge International Handbook of Student-Centered Learning and Teaching in Higher Education. editor / Sabine Hoidn ; Manja Klemenčič. London : Routledge, 2020.

Bibtex

@inbook{7affad5dbe9a432b9afc110bbc7b6a79,
title = "How Student-Centered Learning and Teaching can Obscure the Importance of Knowledge in Educational Processes and why it Matters",
abstract = "In this chapter, I examine how student-centered learning and teaching (SCLT) characterizes teaching-learning processes in higher education (HE). I argue that, while SCLT is an important corrective to traditional teacher-centered approaches to HE, by centering students{\textquoteright} learning processes it can obscure the educational character of HE. I argue that there are three aspects to this that are all related to the role of knowledge in the educational process. First, it obscures the ways in which students are transformed by their engagement with knowledge; second, it obscures the importance of the expertise of teachers in designing an environment that provides students with access to knowledge; and third, it obscures the role of educational institutions in providing a context in which this transformation can take place. I argue that as a whole, the obscuring of the educational nature of students learning processes can have the unintended consequence of undermining a commitment to HE",
author = "Paul Ashwin",
note = "This is an Accepted Manuscript of a book chapter published by Routledge/CRC Press in The Routledge International Handbook of Student-Centered Learning and Teaching in Higher Education on 29/07/2020, available online: https://www.routledge.com/The-Routledge-International-Handbook-of-Student-Centered-Learning-and-Teaching/Hoidn-Klemencic/p/book/9780367200527",
year = "2020",
month = jul,
day = "29",
language = "English",
isbn = "9780367200527",
editor = "Sabine Hoidn and Manja Klemen{\v c}i{\v c}",
booktitle = "The Routledge International Handbook of Student-Centered Learning and Teaching in Higher Education",
publisher = "Routledge",

}

RIS

TY - CHAP

T1 - How Student-Centered Learning and Teaching can Obscure the Importance of Knowledge in Educational Processes and why it Matters

AU - Ashwin, Paul

N1 - This is an Accepted Manuscript of a book chapter published by Routledge/CRC Press in The Routledge International Handbook of Student-Centered Learning and Teaching in Higher Education on 29/07/2020, available online: https://www.routledge.com/The-Routledge-International-Handbook-of-Student-Centered-Learning-and-Teaching/Hoidn-Klemencic/p/book/9780367200527

PY - 2020/7/29

Y1 - 2020/7/29

N2 - In this chapter, I examine how student-centered learning and teaching (SCLT) characterizes teaching-learning processes in higher education (HE). I argue that, while SCLT is an important corrective to traditional teacher-centered approaches to HE, by centering students’ learning processes it can obscure the educational character of HE. I argue that there are three aspects to this that are all related to the role of knowledge in the educational process. First, it obscures the ways in which students are transformed by their engagement with knowledge; second, it obscures the importance of the expertise of teachers in designing an environment that provides students with access to knowledge; and third, it obscures the role of educational institutions in providing a context in which this transformation can take place. I argue that as a whole, the obscuring of the educational nature of students learning processes can have the unintended consequence of undermining a commitment to HE

AB - In this chapter, I examine how student-centered learning and teaching (SCLT) characterizes teaching-learning processes in higher education (HE). I argue that, while SCLT is an important corrective to traditional teacher-centered approaches to HE, by centering students’ learning processes it can obscure the educational character of HE. I argue that there are three aspects to this that are all related to the role of knowledge in the educational process. First, it obscures the ways in which students are transformed by their engagement with knowledge; second, it obscures the importance of the expertise of teachers in designing an environment that provides students with access to knowledge; and third, it obscures the role of educational institutions in providing a context in which this transformation can take place. I argue that as a whole, the obscuring of the educational nature of students learning processes can have the unintended consequence of undermining a commitment to HE

M3 - Chapter (peer-reviewed)

SN - 9780367200527

BT - The Routledge International Handbook of Student-Centered Learning and Teaching in Higher Education

A2 - Hoidn, Sabine

A2 - Klemenčič, Manja

PB - Routledge

CY - London

ER -