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dc.contributor.creatorQuirke-Bolt, Nigel
dc.contributor.creatorHogan, Pádraig
dc.contributor.creatorBrosnan, Anne
dc.contributor.creatorde Róiste, Bernadette
dc.contributor.creatorMacAlister, Alec
dc.contributor.creatorMalone, Anthony
dc.contributor.creatorSmith, Greg
dc.contributor.creatorCoolahan, John
dc.date.accessioned2018-12-05T15:25:31Z
dc.date.available2018-12-05T15:25:31Z
dc.date.issued2007
dc.identifier.citationLearning Anew – Teaching and Learning for the 21st Century, 2003 - 2007. Final report of the research and development report, Teaching and Learning in the 21st Century (TL21), written with Pádraig Hogan, Anne Brosnan, Bernadette de Róiste, Alec MacAllister, Anthony Malone and Greg Smith, Education Department NUI Maynooth, 2007.en_US
dc.identifier.isbn978-090-1519-320
dc.identifier.urihttp://hdl.handle.net/10395/2503
dc.descriptionLearning Anew – Teaching and Learning for the 21st Century, 2003 - 2007.en_US
dc.description.abstractMany of the more interesting stories that come to us from ancient times getclouded or distorted by the course of history. For instance it’s said that during the course of his trial, allegedly for corrupting the youth of Athens,Socrates declared that real wisdom is the property of God and that even thebest of human knowledge is worthless by contrast. One common interpretation of this declaration holds that Socrates was essentially criticising the Athenian authorities who used human knowledge as a form of political power in advancing their own interests. Another interpretation concludes that human efforts at learning are a vanity and that Socrates was encouraging youth to renounce them in favour of some kind of ascetic mysticism. If one allows that irony and subtlety didn’t desert Socrates at this most momentous event of his life, a more revealing point can be discerned. This is the suggestion that human knowledge, even in the most esteemedscholars, remains partial, and in both negative senses of the word: incomplete and burdened by bias. The brighter side of this rather sobering suggestion is that inviting critical perspectives from others in our own bestefforts to learn provides a worthy and promising way of addressing thesetwo shortcomings. Thus learning environments are characterised by jointenquiries that remain ever on-the-way, but that never claim to have the full picture, and that remain open to constructive revision. This characteristicis evident in Socrates’ own lifelong commitment to learn ever anew with his students. Such an orientation may be even more important in what is commonly called a ‘knowledge society’ than in a classical age of learning, not leastwhere one’s way of life is that of a teacher. This final report on the TL21project reviews some recent efforts to promote orientations of this kindamong Irish post-primary teachers and students, and also makes some suggestions as to how such orientations might be sustained more widely inthe future.en_US
dc.language.isoengen_US
dc.publisherNUI Maynoothen_US
dc.rights.urihttp://eprints.maynoothuniversity.ie/5365/1/AM-Learning-Anew.pdfen_US
dc.subjectReporten_US
dc.subjectTeachingen_US
dc.subjectLearningen_US
dc.subject21st Centuryen_US
dc.subject2003en_US
dc.subject2007en_US
dc.titleLearning Anew – Teaching and Learning for the 21st Century, 2003 - 2007en_US
dc.typeExternal research reporten_US
dc.type.supercollectionall_mic_researchen_US
dc.type.supercollectionmic_published_revieweden_US
dc.description.versionYesen_US


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