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Tradition and Innovation in Education

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Edited By Airi Liimets, Marika Veisson, Pertti Kansanen and Edgar Krull

«Tradition and Innovation in Education» presents a number of articles that deal with topics as varied as outdoor education in Estonian kindergartens, student teacher lesson analysis skills, activities that bridge the theory-practice gap and the identity of academics in a changing university environment. In the light of PISA they also discuss how student awareness and the choice of different learning strategies explains the variation in reading proficiency. A user experience evaluation system is offered for pupils with profound intellectual and multiple disabilities, while living, learning and discovery learning is presented as an approach to violin studies for beginners. The volume takes a new look at creativity as being discussed too much and losing its meaning.
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Preface

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Based on the ideas of Hans-Georg Gadamer, the creator of philosophical hermeneutics, tradition and innovation as well as renewal can be regarded as inevitable situations in human life resulting from the historical reality of being. Tradition is understood as a process in which a certain way of thinking, practice, or other “valuables” are passed on from one generation to another, while preserving the significance and value. Tradition is therefore the horizon for all kinds of thinking and interpretation. Therefore, through the process of understanding and (re)interpreting, man actually participates in the evolution of tradition and creates it, giving it the possibility for renewal. Keeping, maintaining and renewing tradition are also related to human values, and in their deeper undercurrents prove to be ethical questions. After all, for Edmund Husserl too, innovation is the key problem in ethics.

The texts in the current collection of scientific articles each represent their specific relationship with existing scientific tradition and thinking. In addition, efforts to express opinions about renewal and the creative processes of tradition have been made to various degrees – some more, some less. Therefore, one can say that the authors of each article represent a different level of scientific ethics.

The book contains eight articles by researchers from the universities of Tallinn and Tartu. All articles are peer reviewed by one Estonian and one foreign reviewer, and the publication of the volume was supported by the European Social Fund Programme – Doctoral School of Educational Sciences...

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