Abstract
Following the previous chapters of the book, this chapter is devoted to refining our insights on heutagogy in higher education by comparing our experience to that of Matusov and Marjanovic-Shane (2017) [M-MS]. As lecturers, they also experienced self-determined learning which they called “open syllabus”. Following this experience, they changed their way of teaching from “open syllabus” to “opening syllabus”. The opening syllabus is a hybrid way of learning that synthesizes between the closed syllabus (the traditional way of learning in higher education) and open syllabus.
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Notes
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The notion of authentic self is quite problematic. See Back (2012) (Chap. 7) for a detailed discussion of this notion.
References
Back, S. (2012). Ways of learning to teach. Rotterdam: Sense Publishers.
Berlin, I. (1969). Two concepts of liberty. In: Four Essays On Liberty, (Oxford, England: Oxford University Press, 1969), pp. 118–172. http://cactus.dixie.edu/green/B_Readings/I_Berlin%20Two%20Concpets%20of%20Liberty.pdf.
Carter, Ian, “Positive and Negative Liberty”, The Stanford encyclopedia of philosophy (Winter 2019 Edition), Edward N. Zalta (ed.). https://plato.stanford.edu/archives/win2019/entries/liberty-positive-negative/.
Matusov, E., & Marjanovic-Shane, A. (2017). Promoting students’ ownership of their own education through critical dialogue and democratic self-governance (Editorial). Dialogic Pedagogy: An International Online Journal, 5, E1–E29. https://doi.org/10.5195/dpj.2017.199.
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Glassner, A., Back, S. (2020). Heutagogy Versus Other Experience of Self-determined Learning . In: Exploring Heutagogy in Higher Education. Springer, Singapore. https://doi.org/10.1007/978-981-15-4144-5_16
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DOI: https://doi.org/10.1007/978-981-15-4144-5_16
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