![]() ![]() Large woodblock illustrations graced every page, as Comenius aimed for a book that satisfied children’s natural desire for illustration and example. In other words, Comenius thought he could give young people a comprehensive introduction to the world over the course of just a few hundred pages. Ioannes Amos Comenius, Orbis Sensualium Pictus, title page (1685) Jean Piaget, the immensely influential 20 th century Swiss developmental psychologist, said that Comenius was the first to conceive a “full-scale science of education” in the history of European education. The highest UNESCO medal, a large public university in Bratislava, Slovakia, and even an asteroid bear his name. He was an early advocate of formal universal education for all young people, believing that every child could learn and understand with good teaching and access to educational resources. In addition, Cotton Mather, a prominent Puritan clergyperson and prolific writer (notoriously involved in the Salem Witch Trials with his father, Increase Mather) reports in his M agnalia Christi Americana(1702) that Comenius was offered the presidency of a colonial Harvard College in 1654 (which he turned down). ![]() He is also one of the most famous thinkers on education in history, immensely influential after his death and during in his lifetime, when he was courted by several European governments to reform their developing educational systems. Orphaned at twelve, Comenius did not attend school until the age of sixteen, was a religious refugee for most of his life and, owing to the sectarian catastrophes of the Thirty Years’ War, his house and possessions were publicly burned on multiple occasions. Jan Amos Komenský (1592-1670 CE), better known by his Latinized name, Ioannes Amos Comenius, was born in the Margraviate of Moravia, one of the Lands of the Bohemian Crown of the Holy Roman Empire in modern-day Czech Republic. In addition, the author thanks Kara Johnson and Sophia Croll of The Newberry Library for their expertise, assistance, and encouragement at every stage. As long-term structures at the science-society-interface, RwLs might prove essential to facilitate research that is both transdisciplinary and transformative.The author would like to acknowledge the kind assistance of Vladimír Urbánek and Tomáš Havelka of the Department of Comenius Studies, Czech Academy of Sciences, who provided helpful bibliographies, suggestions for further research, and access to contemporary Comenius scholarship in the early writing stages of this Digital Collection. ![]() The chapter discusses whether and how to establish an RwL, bearing in mind the considerable extra effort a RwL requires. Understanding RwLs in terms of learning environments, interlinked learning cycles, and institutional learning processes helps deepen an understanding of learning in transdisciplinary research generally. A special focus is on learning mechanisms because learning in RwLs does not only describe the inclusion of formal and informal didactical settings it is also a goal dimension for RwLs, and a mechanism how experiments address their research and transformative goals. This chapter describes what RwLs are from a practical perspective, using “District Future - Urban Lab”, a pioneer RwL from Germany, as an example. RwLs are certainly not the only social labs, but they show methodological characteristics that set them apart, and make them well equipped to create an environment in which research, social innovation and learning thrive together, notably in formats such as real-world experiments. ![]() Real-world Labs (RwLs) are a support structure for transdisciplinary projects, both in terms of long-term infrastructure and continuous tasks beyond project timelines. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |