Co-development patterns of knowledge, experience, and self in humanistic knowledge building communities

Yotam Hod; Dani Ben-Zvi

doi:10.1007/s11251-018-9459-z

Co-development patterns of knowledge, experience, and self in humanistic knowledge building communities

Research output: Contribution to journal › Article › peer-review

Abstract

This study attends the learning sciences to the work of Carl Rogers and his person-centered therapy and education. Building on claims that knowledge building communities are idea-centered, as well as recent research in this area that has looked at learning holistically, we examine the notion of a ‘humanistic knowledge building community’ as an integration of idea-centered classroom knowledge building communities with Rogerian person-centeredness. We investigated an innovative course for graduate students in an educational technologies program that both inspired and informed this conceptualization. Our grounded theoretical approach combined with a microanalysis of one student revealed five patterns that knowledge, experience, and self can co-develop in a humanistic knowledge building community.

Original language	English
Pages (from-to)	593-619
Number of pages	27
Journal	Instructional Science
Volume	46
Issue number	4
DOIs	https://doi.org/10.1007/s11251-018-9459-z
State	Published - 1 Aug 2018

Bibliographical note

Funding Information:
Funding Funding was provided by I-CORE Program of the Planning and Budgeting Committee and The Israel Science Foundation (Grand No. 1716/12).

Publisher Copyright:
© 2018, Springer Nature B.V.

Keywords

Humanistic education
Idea-centered
Knowledge building communities
Person-centered
Sociocultural

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1007/s11251-018-9459-z

Cite this

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Co-development patterns of knowledge, experience, and self in humanistic knowledge building communities

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

UN SDGs

Access to Document

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