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dc.contributor.authorTochon, François Victor
dc.date.accessioned2012-10-17T06:48:18Z
dc.date.available2012-10-17T06:48:18Z
dc.date.issued2010-12-30
dc.identifier.citationTochon, F. (2010). Deep Education. Journal for Educators, Teachers and Trainers JETT, Vol. 1, pp. 1-12. [http://hdl.handle.net/10481/22090]en_US
dc.identifier.issn1989-9572
dc.identifier.urihttp://hdl.handle.net/10481/22090
dc.description.abstractThis theoretical essay is to clarify what could be a deeper approach to education and its characteristics. The deep approach is a broad phenomenon that encompasses several domains. It manifest a turning point in the way we reflect on a variety of disciplines such as ecology, economy, engineering, mathematics, cross-cultural communication, psychology, and languages. The trend is influenced by semiotics—the science of meaningful signs—as an overarching discipline, process philosophy and complexity theory to address ontological dualism. The deep approach is an applied trend that is revolutionizing the ways we think about what should be accomplished in Education and Teacher Education, and how it should be done. It defines a move towards deeper conceptions of curricula in any disciplines and towards curriculum interconnectedness.en_US
dc.language.isoengen_US
dc.publisherUniversidad de Granada, Facultad de Ciencias de la Educación, Consorcio Mundusforen_US
dc.rightsCreative Commons Attribution-NonCommercial-NoDerivs 3.0 License
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/
dc.subjectEducation en_US
dc.subjectTransdisciplinarityen_US
dc.subjectTeacher educationen_US
dc.subjectCurriculumen_US
dc.titleDeep Educationen_US
dc.typeinfo:eu-repo/semantics/articleen_US
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessen_US


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