Open-Mindedness and Education PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Open-Mindedness and Education PDF full book. Access full book title Open-Mindedness and Education by William Hare. Download full books in PDF and EPUB format.
Author: William Hare
Publisher: McGill-Queen's Press - MQUP
ISBN: 0773560890
Category : Foreign Language Study
Languages : en
Pages : 179
Get Book Here
Book Description
Professor Hare provides a systematic and detailed examination of what is meant by calling a person open-minded, and an inquiry into the place and importance of this comparatively neglected idea in education. "[Hare] provides us with a clear concept of open-mindedness and shows why that attitude is central to our view of education ... for those who are interested in the concept of education or values or moral education, and those who want to see how open-mindedness relates to important concepts such as rationality, neutrality, indoctrination ... recommended to all who are concerned with education, not just teachers and teacher educators. The language is absolutely clear and free of pretentious jargon, the arguments are rigorous, cogent, and easy to follow, and the organization of the book is truly exemplary." Canadian Journal of Education.
Author: William Hare
Publisher: McGill-Queen's Press - MQUP
ISBN: 0773560890
Category : Foreign Language Study
Languages : en
Pages : 179
Get Book Here
Book Description
Professor Hare provides a systematic and detailed examination of what is meant by calling a person open-minded, and an inquiry into the place and importance of this comparatively neglected idea in education. "[Hare] provides us with a clear concept of open-mindedness and shows why that attitude is central to our view of education ... for those who are interested in the concept of education or values or moral education, and those who want to see how open-mindedness relates to important concepts such as rationality, neutrality, indoctrination ... recommended to all who are concerned with education, not just teachers and teacher educators. The language is absolutely clear and free of pretentious jargon, the arguments are rigorous, cogent, and easy to follow, and the organization of the book is truly exemplary." Canadian Journal of Education.
Author: William Hare
Publisher: McGill-Queen's Press - MQUP
ISBN: 9780773504110
Category : Business & Economics
Languages : en
Pages : 184
Get Book Here
Book Description
Professor Hare provides a systematic and detailed examination of what is meant by calling a person open-minded, and an inquiry into the place and importance of this comparatively neglected idea in education. "[Hare] provides us with a clear concept of open-mindedness and shows why that attitude is central to our view of education ... for those who are interested in the concept of education or values or moral education, and those who want to see how open-mindedness relates to important concepts such as rationality, neutrality, indoctrination ... recommended to all who are concerned with education, not just teachers and teacher educators. The language is absolutely clear and free of pretentious jargon, the arguments are rigorous, cogent, and easy to follow, and the organization of the book is truly exemplary." Canadian Journal of Education.
Author: Molly Beauregard
Publisher: SUNY Press
ISBN: 1438478844
Category : Education
Languages : en
Pages : 218
Get Book Here
Book Description
How can we rethink teaching practices to include and engage the whole student? What would student experience look like if we integrated silence and feeling with empirical analysis? Tuning the Student Mind is the story of one teacher's attempt to answer these questions by creating an innovative college course that marries the spiritual and the theoretical, integrating meditation and self-reflection with more conventional academic curriculum. The book follows Molly Beauregard and her students on their intellectual and spiritual journey over the course of a semester in her class, "Consciousness, Creativity, and Identity." Interweaving personal stories, student writing, and Beauregard's responses, along with recommendations for further reading and a research appendix, it makes the case for the transformative power of consciousness-centered education. Written in a warm, engaging voice that reflects Beauregard's teaching style,
Tuning the Student Mind provides an accessible, step-by-step template for other educators, while inviting readers more broadly to reconnect with the joy of learning in and beyond the classroom.
Author: Marvin Minsky
Publisher: MIT Press
ISBN: 0262039095
Category : Education
Languages : en
Pages : 231
Get Book Here
Book Description
Six essays by artificial intelligence pioneer Marvin Minsky on how education can foster inventiveness, paired with commentary by Minsky's former colleagues and students. Marvin Minsky was a pioneering researcher in artificial intelligence whose work led to both theoretical and practical advances. His work was motivated not only by technological advancement but also by the desire to understand the workings of our own minds. Minsky's insights about the mind provide fresh perspectives on education and how children learn. This book collects for the first time six essays by Minsky on children, learning, and the potential of computers in school to enrich children's development. In these essays Minsky discusses the shortcomings of conventional education (particularly in mathematics) and considers alternative approaches; reflects on the role of mentors; describes higher-level strategies for thinking across domains; and suggests projects for children to pursue. Each essay is paired with commentary by one of Minsky's former colleagues or students, which identifies Minsky's key ideas and connects his writings to current research. Minsky once observed that in traditional teaching, “instead of promoting inventiveness, we focus on preventing mistakes.” These essays offer Minsky's unique insights into how education can foster inventiveness. Commentary by Hal Abelson, Walter Bender, Alan Kay, Margaret Minsky, Brian Silverman, Gary Stager, Mike Travers, Patrick Henry Winston
Author: Wegerif, Rupert
Publisher: McGraw-Hill Education (UK)
ISBN: 0335233732
Category : Education
Languages : en
Pages : 183
Get Book Here
Book Description
There is considerable interest in education around the world in flexible thinking and learning skills but very little consensus as to the nature of these skills and how best to promote them in schools. This book puts forward a clear and practical framework for understanding thinking, creativity and learning to learn as the fruits of engagement in dialogue. It also outlines in detail how this framework can be applied to teaching across the curriculum at both primary and secondary level, drawing on the best practices associated with the teaching thinking; creativity; and learning to learn movements explaining their success in terms of dialogic theory. In particular the book incorporates aspects of a number of thinking skills approaches, such as Lipman�s Philosophy for Children approach, as well as features of contemporary innovations in education such as assessment for learning and the development of creativity. Each chapter opens with a vignette to set the scene and continue into a light and popularly written exposition of theory, before moving on to a description of practice and concluding with practical guidelines for how to teach for thinking and creativity in schools and classrooms. The first six chapters in the book have more of a focus on developing core theoretical themes and the following six chapters in the second half of the book focus more on practice-led themes. The relationship between theory and practice is treated as flexible and dynamic, theory being developed by practice as much as practice implementing theory.
Author: Daniel T. Willingham
Publisher: John Wiley & Sons
ISBN: 111930136X
Category : Education
Languages : en
Pages : 203
Get Book Here
Book Description
A Map to the Magic of Reading Stop for a moment and wonder: what's happening in your brain right now—as you read this paragraph? How much do you know about the innumerable and amazing connections that your mind is making as you, in a flash, make sense of this request? Why does it matter? The Reading Mind is a brilliant, beautifully crafted, and accessible exploration of arguably life's most important skill: reading. Daniel T. Willingham, the bestselling author of Why Don't Students Like School?, offers a perspective that is rooted in contemporary cognitive research. He deftly describes the incredibly complex and nearly instantaneous series of events that occur from the moment a child sees a single letter to the time they finish reading. The Reading Mind explains the fascinating journey from seeing letters, then words, sentences, and so on, with the author highlighting each step along the way. This resource covers every aspect of reading, starting with two fundamental processes: reading by sight and reading by sound. It also addresses reading comprehension at all levels, from reading for understanding at early levels to inferring deeper meaning from texts and novels in high school. The author also considers the undeniable connection between reading and writing, as well as the important role of motivation as it relates to reading. Finally, as a cutting-edge researcher, Willingham tackles the intersection of our rapidly changing technology and its effects on learning to read and reading. Every teacher, reading specialist, literacy coach, and school administrator will find this book invaluable. Understanding the fascinating science behind the magic of reading is essential for every educator. Indeed, every "reader" will be captivated by the dynamic but invisible workings of their own minds.
Author: Tracey Tokuhama-Espinosa
Publisher: W. W. Norton & Company
ISBN: 0393706818
Category : Education
Languages : en
Pages : 460
Get Book Here
Book Description
Establishing the parameters and goals of the new field of mind, brain, and education science. A groundbreaking work, Mind, Brain, and Education Science explains the new transdisciplinary academic field that has grown out of the intersection of neuroscience, education, and psychology. The trend in “brain-based teaching” has been growing for the past twenty years and has exploded in the past five to become the most authoritative pedagogy for best learning results. Aimed at teachers, teacher trainers and policy makers, and anyone interested in the future of education in America and beyond, Mind, Brain, and Education Science responds to the clamor for help in identifying what information could and should apply in classrooms with confidence, and what information is simply commercial hype. Combining an exhaustive review of the literature, as well as interviews with over twenty thought leaders in the field from six different countries, this book describes the birth and future of this new and groundbreaking discipline. Mind, Brain, and Education Science looks at the foundations, standards, and history of the field, outlining the ways that new information should be judged. Well-established information is elegantly separated from “neuromyths” to help teachers split the wheat from the chaff in classroom planning, instruction and teaching methodology.
Author: Jeremy Fantl
Publisher: Oxford University Press
ISBN: 0198807953
Category : Philosophy
Languages : en
Pages : 248
Get Book Here
Book Description
When should you engage with difficult arguments against your cherished controversial beliefs? The primary conclusion of this book is that your obligations to engage with counterarguments are more limited than is often thought. In some standard situations, you shouldn't engage with difficult counterarguments and, if you do, you shouldn't engage with them open-mindedly. This conclusion runs counter to aspects of the Millian political tradition and political liberalism, as well as what people working in informal logic tend to say about argumentation. Not all misleading arguments wear their flaws on their sleeve. Each step of a misleading argument might seem compelling and you might not be able to figure out what's wrong with it. Still, even if you can't figure out what's wrong with an argument, you can know that it's misleading. One way to know that an argument is misleading is, counterintuitively, to lack expertise in the methods and evidence-types employed by the argument. When you know that a counterargument is misleading, you shouldn't engage with it open-mindedly and sometimes shouldn't engage with it at all. You shouldn't engage open-mindedly because you shouldn't be willing to reduce your confidence in response to arguments you know are misleading. And you sometimes shouldn't engage closed-mindedly, because to do so can be manipulative or ineffective. In making this case, Jeremy Fantl discusses echo chambers and group polarization, the importance in academic writing of a sympathetic case for the opposition, the epistemology of disagreement, the account of open-mindedness, and invitations to problematic academic speakers.
Author: Justin Reich
Publisher: Harvard University Press
ISBN: 0674249666
Category : Education
Languages : en
Pages : 337
Get Book Here
Book Description
A Science “Reading List for Uncertain Times” Selection “A must-read for anyone with even a passing interest in the present and future of higher education.” —Tressie McMillan Cottom, author of Lower Ed “A must-read for the education-invested as well as the education-interested.” —Forbes Proponents of massive online learning have promised that technology will radically accelerate learning and democratize education. Much-publicized experiments, often underwritten by Silicon Valley entrepreneurs, have been launched at elite universities and elementary schools in the poorest neighborhoods. But a decade after the “year of the MOOC,” the promise of disruption seems premature. In Failure to Disrupt, Justin Reich takes us on a tour of MOOCs, autograders, “intelligent tutors,” and other edtech platforms and delivers a sobering report card. Institutions and investors favor programs that scale up quickly at the expense of true innovation. Learning technologies—even those that are free—do little to combat the growing inequality in education. Technology is a phenomenal tool in the right hands, but no killer app will shortcut the hard road of institutional change. “I’m not sure if Reich is as famous outside of learning science and online education circles as he is inside. He should be...Reading and talking about Failure to Disrupt should be a prerequisite for any big institutional learning technology initiatives coming out of COVID-19.” —Inside Higher Ed “The desire to educate students well using online tools and platforms is more pressing than ever. But as Justin Reich illustrates...many recent technologies that were expected to radically change schooling have instead been used in ways that perpetuate existing systems and their attendant inequalities.” —Science
Author: Elena Bodrova
Publisher: Taylor & Francis
ISBN: 1040005438
Category : Education
Languages : en
Pages : 283
Get Book Here
Book Description
Now in its third edition, this classic text remains the seminal resource for in-depth information about major concepts and principles of the cultural-historical theory developed by Lev Vygotsky, his students, and colleagues, as well as three generations of neo-Vygotskian scholars in Russia and the West. Featuring two new chapters on brain development and scaffolding in the zone of proximal development, as well as additional content on technology, dual language learners, and students with disabilities, this new edition provides the latest research evidence supporting the basics of the cultural-historical approach alongside Vygotskian-based practical implications. With concrete explanations and strategies on how to scaffold young children’s learning and development, this book is essential reading for students of early childhood theory and development.
