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Statements

Subject Item
n2:RIV%2F00216208%3A11410%2F12%3A10133878%21RIV14-MSM-11410___
rdf:type
skos:Concept n14:Vysledek
dcterms:description
This article introduces and explains the concept of the %22paradox of education%22 for capturing the polarity between autonomy and heteronomy in education. The paradox of education is an essential part of the curriculum and, if not under control, manifests itself in the discrepancy between the teaching process, its objectives and evaluation of its outputs. Especially sensitive to the paradox of education are all disciplines that emphasise students' creative expression. In the text expression and its cultural context - expressivity - are characterised as an experimental field for the investigation and management of the tension between autonomy and heteronomy in education. The characteristics of expression are derived from Goodman's (1976) concept of symbolisation as a type of expression, but are developed with regard to the relationship between subject and cultural context and in relation to Searle's (2004) differentiation of first and third person ontology. The interpretation leads to the formulation of a theoretical model of subjectivity in the context of culture in education. The theoretical model of subjectivity shall contribute to the development of a comprehensive approach to the curriculum, which with respect to the paradox of education balances the autonomy of the pupil together with a heteronomous system of cultural rules. The model is illustrated in a case study of voice education. The interpretation supports the educational efforts that lead to a holistic approach to assessment in the expressive disciplines with emphasis on the quality of the educational process, not only on the evaluation of outcomes. This article introduces and explains the concept of the %22paradox of education%22 for capturing the polarity between autonomy and heteronomy in education. The paradox of education is an essential part of the curriculum and, if not under control, manifests itself in the discrepancy between the teaching process, its objectives and evaluation of its outputs. Especially sensitive to the paradox of education are all disciplines that emphasise students' creative expression. In the text expression and its cultural context - expressivity - are characterised as an experimental field for the investigation and management of the tension between autonomy and heteronomy in education. The characteristics of expression are derived from Goodman's (1976) concept of symbolisation as a type of expression, but are developed with regard to the relationship between subject and cultural context and in relation to Searle's (2004) differentiation of first and third person ontology. The interpretation leads to the formulation of a theoretical model of subjectivity in the context of culture in education. The theoretical model of subjectivity shall contribute to the development of a comprehensive approach to the curriculum, which with respect to the paradox of education balances the autonomy of the pupil together with a heteronomous system of cultural rules. The model is illustrated in a case study of voice education. The interpretation supports the educational efforts that lead to a holistic approach to assessment in the expressive disciplines with emphasis on the quality of the educational process, not only on the evaluation of outcomes.
dcterms:title
Expression - An Experimental Field for Investigation and Management of the Paradox of Education (With Illustrations from Voice Education) Expression - An Experimental Field for Investigation and Management of the Paradox of Education (With Illustrations from Voice Education)
skos:prefLabel
Expression - An Experimental Field for Investigation and Management of the Paradox of Education (With Illustrations from Voice Education) Expression - An Experimental Field for Investigation and Management of the Paradox of Education (With Illustrations from Voice Education)
skos:notation
RIV/00216208:11410/12:10133878!RIV14-MSM-11410___
n14:predkladatel
n15:orjk%3A11410
n3:aktivita
n9:V n9:Z
n3:aktivity
V, Z(MSM0021620862)
n3:cisloPeriodika
6
n3:dodaniDat
n8:2014
n3:domaciTvurceVysledku
n18:8238154
n3:druhVysledku
n19:J
n3:duvernostUdaju
n5:S
n3:entitaPredkladatele
n13:predkladatel
n3:idSjednocenehoVysledku
135870
n3:idVysledku
RIV/00216208:11410/12:10133878
n3:jazykVysledku
n12:eng
n3:klicovaSlova
voice education; reflection; expressivity; expression; Paradox of education
n3:klicoveSlovo
n4:Paradox%20of%20education n4:voice%20education n4:reflection n4:expressivity n4:expression
n3:kodStatuVydavatele
CA - Kanada
n3:kontrolniKodProRIV
[5DE2B0B4E4A2]
n3:nazevZdroje
International Education Studies
n3:obor
n17:AM
n3:pocetDomacichTvurcuVysledku
1
n3:pocetTvurcuVysledku
2
n3:rokUplatneniVysledku
n8:2012
n3:svazekPeriodika
5
n3:tvurceVysledku
Nohavová, Alena Slavík, Jan
n3:zamer
n11:MSM0021620862
s:issn
1913-9020
s:numberOfPages
12
n10:organizacniJednotka
11410