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This book is addressed to all those in the field of education or related fields, including teachers, teacher-trainers, consultants, and researchers, who are interested in exploring the question, "What does it mean to know, to learn and to teach?" Contrary to popular conceptions, an enactive perspective assumes that knowing and learning are not disembodied operations that take place solely in a person's head. Rather, they are a function of the whole person who is firmly situated in the world and who acts in the world to transform it, just as she is transformed by it. The dynamic and transformational nature of knowing and learning are reflected in the relationship between the person and her world, a relationship that evolves through acting in and with the world rather than abstracting oneself from it. Knowing develops as a function of the person's availability, that is, her full involvement and presence in the here- and-now. The aim of education is thus to foster the development of this relationship in a never-ending quest for deep interiority with the world.
Drawing on their experiences as teachers, curriculum developers, students, Zen practitioners, karateka, bicyclists, hobby mathematicians, and gardeners, the authors provide many concrete examples of what it means to think about knowing and learning in terms of enaction and how teachers and curriculum developers who take enactivism seriously might go about designing and implementing lessons.
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In Deutschland erleidet jedes Jahr eine halbe Millionen Menschen einen
Schlaganfall. Jeder fünfte tödlich, fast die Hälfte der betroffenen übersteht
das erste Jahr nicht. Solange es keine wirksame Behandlungsmöglichkeit
des Schlaganfalls gibt, muß auf die Vorsorge größter Wert gelegt werden.
Deshalb ist es wichtig, die Risikofaktoren zu kennen und zu minimieren.
Dieser Ratgeber beschreibt, auf welche Warnsignale Sie achten müssen, wie
die Behandlungsmöglichkeiten aussehen, welche alternativen Therapien es
gibt und was besonders in der Nachsorge zu beachten ist.
