This item is printed on demand - it takes 3-4 days longer - Neuware -Although educational research advocates the perspective of the learner, who or what is it advocating against The governments of all European Union countries give learning the most prominent place on their policy agendas; the European Commission wants Europe to become a knowledge based society; companies across the European Union are no longer interested primarily in profit, but want to be learning organisations; social scientists detect the emergence of a learning society and economists advocate a learning economy. What does European educational research do, if nowadays everybody in the European Union wants nothing else but knowledgeable people 248 pp. Englisch. N� de ref. del art�culo 9780820474700

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T�tulo: Towards a Knowledge Based Economy?

Editorial: Peter Lang Ltd. International Academic Publishers Apr 2006

A�o de publicaci�n: 2006

Encuadernaci�n: Taschenbuch

Condici�n: Neu

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Sinopsis:

Although educational research advocates the perspective of the learner, who or what is it advocating against ? The governments of all European Union countries give learning the most prominent place on their policy agendas ; the European Commission wants Europe to become a knowledge based society ; companies across the European Union are no longer interested primarily in profit, but want to be learning organisations ; social scientists detect the emergence of a learning society and economists advocate a learning economy. What does European educational research do, if nowadays everybody in the European Union wants nothing else but knowledgeable people ?

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The Editors: Michael Kuhn is policy analyst and Director of the Forum for European Regional Research at the University of Bremen in Germany. His background is in educational theory, philosophy, and political science. He worked in numerous international research projects mainly under Programmes of the European Union. Michael Kuhn has coordinated six socio-economic research projects under European Framework Programme 4 and 5.
Massimo Tomassini is Senior Researcher at ISFOL (National Institute for the Development of Employees Training, Rome, Italy) and Senior Lecturer in the Faculty of Philosophy at the University of Rome La Sapienza. His prior professional concern is about themes related to learning processes in organisations. He is the author of more than one hundred contributions on this theme, including Alla ricerca dell'organizzazione che apprende (In Search of the Learning Organisation) (1993). He co-edited the Italian version of Argyris and Schoen's Organizational Learning II (1998) and Facing Up to the Learning Organisation Challenge (2003).
P. Robert-Jan Simons graduated in psychology (educational and developmental) at the University of Amsterdam in 1973 and worked as a researcher in the universities of Nijmegen and Tilburg in The Netherlands. His Ph.D. on the role of concrete analogies in learning took place at the University of Tilburg (1981). From 1990 to 2001 Simons was Professor of Educational Psychology at the University of Nijmegen, where he directed the Research Institute for Pedagogy and Education. Since 2001 he has a chair at Utrecht University in The Netherlands focusing on digital pedagogy (learning with ICT). He is director of the Centre for ICT in education. His main research interests are on-the-job learning, constructivist learning theories, and computer-supported collaborative learning.

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