Escape from Teaching

Table of Contents:
Introduction: The reason: the competence catastrophe Chapter 1: The human species is capable of learning Chapter 2: We can learn, but we cannot be taught Chapter 3: Learning is not mediated, but appropriated Chapter 4: We learn from others, but we think alone Chapter 5: Learning is less preparation and more identity formation Chapter 6: Education is about seeking, not finding Chapter 7: Self-study skills are the key to change Chapter 8: A new understanding of learning and how to promote it Chapter 9: Self-learning requires appreciation, guidance, stimulating arrangements, and support Chapter 10: Skills development requires a guide for educational institutions Conclusion: The outlook: Journey to the age of self-structured learning Bibliography Author biography

About the Author :
Rolf Arnold, PhD, obtained his doctorate at the University of Heidelberg, Germany, in 1983 and his postdoctoral qualification at the Distance Univerity of Hagen, Germany, in 1987. Since 1990, he has been Professor of Pedagogy (Vocational and Adult Education) at Technische Universität Kaiserslautern, Germany. He is also Scientific Director of the Distance and Independent Studies Centre (DISC), Kaiserslautern, Germany, and speaker of the Virtual Campus Rhineland-Palatinate (VCRP).

Review :
Many European and non-European countries, such as Germany, are racing into a momentous educational catastrophe almost unchecked: a competence catastrophe. Instead of nurturing learner competencies, such as creativity and self-directed learning, some educational organizations continue to favor traditional forms of learning, even in the face of digitization, employing what the author refers to as mediation logic that has no backing from modern research evidence in neuroscience and learning research. If the competence catastrophe can be stopped at all, then a courageous train of thought, such as that of Rolf Arnold presented in this book, requires implementation in pedagogical practice! The concept presented in this book by Rolf Arnold provides, among other things, important foundations for understanding the development of diversity competence in education: A self-organized development process facilitated through an enabling educational framework. Doubts, contradictions and confusions are addressed in this book, which promotes an educational framework that targets competence development, including understanding the didactical process of assisting learner competence to systematically cope with the experience of experiencing, but also wider competencies such as the ability to cope with cognitive, but also emotional dissonance.