Entering the world with notes
Reclaiming the practices of lecturing and note making
Bibliographic Data
| ID | 8856801 |
|---|---|
| Authors | Joachim Vlieghe (0000-0001-6307-3221, KU Leuven, corresponding author), Piotr Zamojski (0000-0002-5505-7579, Institute of Education, University of Gdansk, Gdansk, Poland) |
| Year | 2020 |
| Volume | 53 |
| Issue | 13 |
| Pages | 1388-1398 |
| Publication date | 2020-03-21 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131857.2020.1743271 |
| OpenAlex | W3010738517 |
| Language | EN |
| Citations received | 3 |
| References cited | 13 |
In this article we focus on note taking as a practice that is fundamental to (higher) education. We argue that note-taking should not primarily be regarded as a method that supports effective learning, but as formative of the student herself (making her attentive and granting possibilities for self-transformation). Hence it is a practice that has educational meaning in and of itself. It is a pedagogical form in its own right. We go on arguing that the practice of lecturing can itself be seen as a form of note taking and that both phenomena are not only closely related, but also that note making and lecturing consist of reciprocal operations. Studying on the basis of one’s notes comes down to the reverse operation the teacher had to perform when preparing her lessons. Moreover, thanks to making notes during a class students have a deeply embodied sense of what it means to generate and to construct new arguments and ideas
Class (philosophy · Construct (python library · Embodied cognition · Epistemology · Focus (optics · Formative assessment · Linguistics · Mathematics education · Meaning (existential · Pedagogy · Reciprocal · Sociology · Teaching method · Computer Science · Education and Technology Integration · Philosophy · Psychology · Visual and Cognitive Learning Processes
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2020 - 2022 (3) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |