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42 992 Ft
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Estimated delivery time: In stock at the publisher, but not at Prospero's office. Delivery time approx. 3-5 weeks.
Not in stock at Prospero.
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Product details:
- Edition number 1
- Publisher Routledge
- Date of Publication 1 October 2025
- ISBN 9781041124351
- Binding Hardback
- No. of pages240 pages
- Size 234x156 mm
- Weight 600 g
- Language English 700
Categories
Short description:
First published in 1985, Playing and Exploring draws on many disciplines in order to formulate a new way of thinking about the nature and power of education. As so often with creative thinkers, Robin Hodgkin’s work is at once subversive and conservative.
MoreLong description:
First published in 1985, Playing and Exploring draws on many disciplines in order to formulate a new way of thinking about the nature and power of education. As so often with creative thinkers, Robin Hodgkin’s work is at once subversive and conservative. He is radical in insisting on the overriding need to question and subvert the external examination systems that now cripple education (and to raise standards by other means), conservative in asserting with Polanyi that an individual’s or a group’s enterprise draws on a living tradition. The book’s most important contribution is to our understanding of the educational needs of young adults, of the need for adventure and commitment.
The author develops a theoretical model that begins with the infant exploring its play space. He argues that the learner is an active, frontier-exploring agent; so too must be any effective teacher. Robin Hodgkin brings forward important new evidence from neuropsychology to show why doing is so important in teaching and learning. His argument that both visual and linguistic competence must cooperate actively in the learning process raises a fundamental question about the part television plays in our culture. In this as in his earlier books, his work is concerned with the real priorities in education, with demonstrating that first-hand feelings of friendship, of wonder, and of danger should be part of the education of all people, especially adolescents, and that our greatest and certainly most expensive failure is to deny the experience of educational success to so many children.
MoreTable of Contents:
Introduction 1. New ground 2. Education – making space for instruction 3. Things for use and things for meaning: tools and symbols 4. Competence 5. The four roles of a teacher 6. Embodied form 7. Many-levelled theory 8. Divided brain, uniting mind 9. Words and images 10. Success for all children Postscript: On human talents
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