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Learning and Space Mean Communication: Theories Rooting in China, India, and Europe

Learning and Space Mean Communication: Theories Rooting in China, India, and Europe

Gilbert Ahamer
Copyright: © 2017 |Pages: 31
ISBN13: 9781522506720|ISBN10: 1522506721|EISBN13: 9781522506737
DOI: 10.4018/978-1-5225-0672-0.ch005
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MLA

Ahamer, Gilbert. "Learning and Space Mean Communication: Theories Rooting in China, India, and Europe." Handbook of Research on Administration, Policy, and Leadership in Higher Education, edited by Siran Mukerji and Purnendu Tripathi, IGI Global, 2017, pp. 81-111. https://doi.org/10.4018/978-1-5225-0672-0.ch005

APA

Ahamer, G. (2017). Learning and Space Mean Communication: Theories Rooting in China, India, and Europe. In S. Mukerji & P. Tripathi (Eds.), Handbook of Research on Administration, Policy, and Leadership in Higher Education (pp. 81-111). IGI Global. https://doi.org/10.4018/978-1-5225-0672-0.ch005

Chicago

Ahamer, Gilbert. "Learning and Space Mean Communication: Theories Rooting in China, India, and Europe." In Handbook of Research on Administration, Policy, and Leadership in Higher Education, edited by Siran Mukerji and Purnendu Tripathi, 81-111. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0672-0.ch005

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Abstract

This chapter places learning into a wider context and suggests three main categories as modes of thinking: the level of facts, the level of interaction and the level of perspectives. In order to provide a fresh view, learning as such is founded on communication (in several possible forms, including non-spatial e-learning). Successful learning from an evolutionary, global view is seen as enabling realities to actually be changed cooperatively. Didactics is seen as training directed at changing perspectives. Building on a concept of space that is generated by communication, and after a survey of historic approaches to space and cognition from Asia and Europe, learning is understood to be a generic result of the manifoldness of views and perspectives. A core suggestion of this text is: “to accelerate time means to facilitate learning” and vice-versa: “learning means to accelerate time”. An approach of “meta-didactics” is proposed to lead to a competence that is capable of bridging all possible standpoints – especially in the fields of globalization, multicultural comprehension and education towards global peace.

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