Addressing studying as a distinct educational concept and phenomenon in its own right, the essays in this volume consider study and studying from a range of perspectives. Countering dominant educational discourses, which place a heavy emphasis on learning and instruction, the contributors explore questions such as: What does it mean to study something? How is studying something different from being taught about it, or learning something about it? What does the difficulty demanded by study mean for the one who studies and for the teacher? What mode of existence does study induce? The book highlights the significance of study not only, or even primarily, for its educational outcome, but as a human activity.
Contents Acknowledgements 1 Introduction: Retrieving and Recognizing Study Claudia W. Ruitenberg 2 Study: An Example of Potentialism Tyson E. Lewis 3 Unlearning with Hannah: Study as a Curriculum of Second Thoughts Anne M. Phelan 4 Some Notes on the University as Studium: A Place of Collective Public Study Jan Masschelein 5 Study: The ""Interval"" of Liberal Learning Stephanie Mackler 6 The Passion of Education: On Study, Studenting, Doing, and Affection Gert J. J. Biesta 7 Study as Sacred Alan A. Block 8 Study: Concerning Relationship in Educational Experience William F. Pinar 9 Thought and Study: The Rigor of Having an Idea Samuel D. Rocha and Daniel J. Clegg 10 Apprenticeship Under Study: Towards an Educational Dimension of Apprenticeship Florelle D’Hoest 11 Teaching Through the Performance of Study: The maître à étudier Claudia W. Ruitenberg 12 Studying as Privilege: Latin American Travelers, the German Painter and the Flâneur David Romero Index List of Contributors
Claudia W. Ruitenberg is Associate Professor, Department of Educational Studies, University of British Columbia, Canada.
