An ontological turn for higher education
Dados Bibliográficos
| ID | 2159209 |
|---|---|
| Autores | Gloria Dall’alba (0000-0001-8337-0530, The University of Queensland, autor correspondente), Robyn Barnacle (0000-0002-5277-0918, MIT University) |
| Ano | 2007 |
| Volume | 32 |
| Fascículo | 6 |
| Páginas | 679-691 |
| Data de publicação | 2007-12-01 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Studies in Higher Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075070701685130 |
| OpenAlex | W2082520079 |
| Idioma | EN |
| Citações recebidas | 91 |
| Referências citadas | 34 |
In this article, the implications of foregrounding ontology for teaching and learning in higher education are explored. In conventional approaches to higher education programmes, ontology has tended to be subordinated to epistemological concerns. This has meant the flourishing of notions such as the transfer and acquisition of knowledge and skills, either generic or discipline‐specific. The authors challenge this emphasis on what students acquire through education by foregrounding instead the question of who they become. They do this through a theoretical/conceptual exploration of an approach to learning that undermines a narrow focus on the intellect by promoting the integration of knowing, acting and being
Engineering ethics · Epistemology · Flourishing · Foregrounding · Higher education · Intellect · Linguistics · Ontology · Pedagogy · Political science · Sociology · Hermeneutics and Narrative Identity · Philosophy · Pragmatism in Philosophy and Education · Psychology · Reflective Practices in Education · Social Psychology
Systemic dysfunction in South African higher education
Engaging knowledge and the knower
Advancing a social justice agenda in health professions education
We teach them to be university students’ The role of peer educators in the provision of ontological access to higher education
The Pedagogies for critical agency
Identity and digital equity
Towards (comparative) educational research for a finite future
Rethinking higher education and its relationship with social inequalities
Reframing Professional Development Through Understanding Authentic Professional Learning
Listening and being-in-error
Emergent interactions
The development of agency in first generation learners in higher education
Reforesting’ environmental education
Is a posthumanist Bildung possible? Reclaiming the promise of Bildung for contemporary higher education
A social realist perspective on student learning in higher education
Responsible Ontological Work
‘Does it matter?’
A qualitative exploration of expert perspectives on applying the science of learning to higher education
The Production of Alter-Competence
‘ That classroom, that camaraderie … it’s uplifting ’
Problematising the notion of ‘the excellent teacher’
Towards transformatory critique
The multiplicity of authenticity in higher education assessment
What counts as success in interdisciplinary undergraduate education? An epistemological analysis
Authentic assessment in higher education
Authentic assessment as relational pedagogy
Embedding student feedback in deep pedagogic reflection
Embracing discomfort in active learning and technology-rich higher education settings
‘Undisciplining’ higher education without losing disciplines
From drivers to dynamics
Beyond the assessment of knowing
Reflecting on metaphors and the possibilities of ‘language change’ in teaching and teacher education
‘If you don’t have a relationship with your tutor…you don’t care about the subject’
Service design for social change
A Relational Unfolding
‘I keep my brain on my iPhone’ – being and becoming an emergency physician in a technological age
Redefining scholarship for health professions education
Anticipatory governance in government
Reopening the political economy of higher education — ontology against and beyond capital
Higher education in Nordic countries
Knowing, acting and becoming
Reframing teacher education in England
The Dimension of the Body in Higher Education
Identity, tools and existential spaces
Something Has Changed” – observations of contemporary studio learners and implications for pedagogy
Mechanisms of inclusion and exclusion
If you ever saw an Opera singer naked’
You are never alone
Competence as a Key Concept of Educational Theory
Tug‐o‐where
To what extent does problem-based learning contribute to students' professional identity development
The conceptualization and exploration of socially just teaching
Developing pathic sensibilities
From authentic assessment to authenticity in assessment
Aligning assessment with the needs of work-integrated learning
Self-assessment to incite learning in higher education
Caring teaching as a troublesome practice
Maturana’s key insights on learning, language, and emotions
Systems beings
Reviving the present through tradition
Learning Professional Ways of Being
The contribution of the ontological turn in education
International Education and (Dis)embodied Cosmopolitanisms
Authentic Assessment for Student Learning
Gut Instinct
Three Epiphanic Fragments
Forming the Professional Self
Indigenous Meanings of Provenance in the Context of Alternative Food Movements and Supply-Chain Traceability
How does assessment shape student identities? An integrative review
Authenticity in adult learning
Before studying in the humanities, what do students need
Developing professional learning and identity through the recognition of experiential learning at doctoral level
Memorisation is not rote learning
Multi‐directional creative transfer between practice‐based arts education and work
Existentialism and Higher Education
Educational consultation for reflective-dialogic partnerships
The Value of Critical Thinking in Higher Education and the Labour Market
Dinâmicas de Produção da Identidade Docente na EJA
Forms of knowing and academic development practice
A phenomenographic study of the relationship between professional practice and teaching your practice to others
Unalignment
The impact of the doctorate
Research degrees as professional education
Framing student engagement in higher education
From reflective learning to reflective practice
Beyond skills
The contributions of higher education to society
Learning networks and the journey of 'becoming doctor
Rethinking teaching
Bearing Witness to Ontological Inquiry
Digital Subjects, Cultural Objects
Embodied Movement Knowledge in Fitness and Exercise Education
Unveiling Professional Development
The practice of learning
The reflective practitioner
New rules of sociological method
Pathmarks
Understanding Practice
The Changing Body in Southern Africa — A Perspective from Ethnomusicology
Outline of a Theory of Practice
The University in Ruins
Posthumanist Performativity
The New Production of Knowledge
Embodied Knowing in Online Environments
Recapturing the Universal in the University
On Trying to Teach - The Mind in Correspondence
Knowing Bodies, Moving Minds
Learning for an unknown future
Linking Ways of Knowing with Ways of Being Practical
Understanding professional practice
The Body Multiple
| Obras citantes distintas | 91 |
|---|---|
| Citações por ano | 5,35 |
| Intervalo de citações | 2009 - 2026 (18) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 84 |