# Understanding and using challenging educational theories #### 2020 - Karl Aubrey, Alison Riley **Link**: **DOI**: **Links**: **Tags**: **zotLink**: [zot](zotero://select/items/@aubreyUnderstandingUsingChallenging2020) ###Abstract ``` ``` ### Notes-Highlights [[Understanding and Using Challenging Educational Theories]] These networks, or learning webs, should not start with the question ‘“What should someone learn?” but with “What kinds of things and people might learners want to be in contact with in order to learn?”’ (Illich, 1971: 78). ([Location 3368](https://readwise.io/to_kindle?action=open&asin=B0895XSGR9&location=3368)) - Note: Ms viva experiential learning platform on spo web of expertise - Noddings believes that caring is learned and observes that the memory of being cared for is strong, and most often learned as a result of being cared for. She quotes Bronfenbrenner, saying, ‘if we are lucky someone will have been “crazy about that kid”’ (1984: 61; 2002: 25). ([Location 5409](https://readwise.io/to_kindle?action=open&asin=B0895XSGR9&location=5409)) - Noddings recommends that moral education should be promoted through the application of four key components: modelling, dialogue, practice and confirmation. ([Location 5479](https://readwise.io/to_kindle?action=open&asin=B0895XSGR9&location=5479))