and (3) It accepts that learning is a process guided and structured by dialectic inquiry, and is already immanent within and possible only because of the unfolding of the process itself, i.e., learning is not a goal that somehow stands outside the dialectic as its end product, which indicates erroneously that the method or practice is disposable.

This book is a succinct guide to Soren Kierkegaard's contribution to educational thought. Kierkegaard is not usually known as an educational thinker, but the book shows how his key notions and ideas are nevertheless highly relevant to educational theory and practice.

This book argues that the ancient allodial principle enables a paradigmatic shift in the way specialist educators in environmental, Indigenous, and legal studies;

This, it suggests, involves developing a different conception of leadership to counter the prevailing view that leadership is typically positional and defined by its distance from classroom teaching.

The four case studies presented provide readers with clear examples of how the internationalization of higher education institutions is developing within the Japanese higher education system, and the issues that different higher education institutions face in this process.

This book opens by providing the historical context of Plato's engagement with education, including an overview of Plato's life as student and educator.

Dedicated to educators who are not philosophy specialists, this book offers an overview of the connections between Wittgenstein's later philosophy and his own training and practice as an educator.

This book situates Massive Open Online Courses and open learning within a broader educational, economic and social context.

This book is open access under a CC BY 4.0 license. This book describes the history, structure and institutions of open and distance education in six countries: Australia, Brazil, Canada, Germany, the UK and the US.