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Author: Hugh G. Petrie
Publisher: Living Control Systems Publ
ISBN: 0974015539
Category : Education
Languages : en
Pages : 256
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Book Description
The dilemma named in Hugh G. Petrie's title was stated by Meno in Plato's dialogue of that name: "A man cannot enquire about that which he knows or about that which he does not know; for if he knows, he has no need to enquire; and if not, he cannot; for he does not know the very subject about which he is to enquire." Petrie argues that Meno's dilemma poses the fundamental epistemological question for education, "How is learning possible?" He examines a variety of familiar approaches to learning, from the open classroom to back-to-basics, and finds that each of these approaches attempts to grasp one horn of the dilemma to the exclusion of the other. The examination of previous attempts to resolve the dilemma of enquiry and learning prepares the way for Petrie's proposed solution. He defines learning as an adaptation of thought and action to the demands of the natural and social world. This process has two major components, assimilation and accommodation, corresponding to the two traditional ways of attacking the dilemma. Assimilation is explained using the insights of [control] systems theory, while results in evolutionary epistemology are brought to bear on the question of accommodation. Petrie shows that only a reflective equilibrium between assimilation and accommodation will allow for a resolution of the Meno dilemma. In the course of his presentation the author challenges a number of educational dogmas, including the beliefs that clear and unambiguous goals can be stated for learning; that theory can be "applied" to practice; that "subjective" tests are inferior to "objective" tests; and that the intelligence of a child makes a difference to educational policy. The book outlines new approaches to commonplace educational phenomena such as testing and to radical phenomena such as conversion experiences. It makes novel practical suggestions for the use of activity, perceptual training, and metaphor in a variety of learning situations.
Author: Hugh G. Petrie
Publisher: Living Control Systems Publ
ISBN: 0974015539
Category : Education
Languages : en
Pages : 256
Get Book Here
Book Description
The dilemma named in Hugh G. Petrie's title was stated by Meno in Plato's dialogue of that name: "A man cannot enquire about that which he knows or about that which he does not know; for if he knows, he has no need to enquire; and if not, he cannot; for he does not know the very subject about which he is to enquire." Petrie argues that Meno's dilemma poses the fundamental epistemological question for education, "How is learning possible?" He examines a variety of familiar approaches to learning, from the open classroom to back-to-basics, and finds that each of these approaches attempts to grasp one horn of the dilemma to the exclusion of the other. The examination of previous attempts to resolve the dilemma of enquiry and learning prepares the way for Petrie's proposed solution. He defines learning as an adaptation of thought and action to the demands of the natural and social world. This process has two major components, assimilation and accommodation, corresponding to the two traditional ways of attacking the dilemma. Assimilation is explained using the insights of [control] systems theory, while results in evolutionary epistemology are brought to bear on the question of accommodation. Petrie shows that only a reflective equilibrium between assimilation and accommodation will allow for a resolution of the Meno dilemma. In the course of his presentation the author challenges a number of educational dogmas, including the beliefs that clear and unambiguous goals can be stated for learning; that theory can be "applied" to practice; that "subjective" tests are inferior to "objective" tests; and that the intelligence of a child makes a difference to educational policy. The book outlines new approaches to commonplace educational phenomena such as testing and to radical phenomena such as conversion experiences. It makes novel practical suggestions for the use of activity, perceptual training, and metaphor in a variety of learning situations.
Author: Robyn M. Gillies
Publisher: CRC Press
ISBN: 1000036316
Category : Education
Languages : en
Pages : 92
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Book Description
Students often think of science as disconnected pieces of information rather than a narrative that challenges their thinking, requires them to develop evidence-based explanations for the phenomena under investigation, and communicate their ideas in discipline-specific language as to why certain solutions to a problem work. The author provides teachers in primary and junior secondary school with different evidence-based strategies they can use to teach inquiry science in their classrooms. The research and theoretical perspectives that underpin the strategies are discussed as are examples of how different ones areimplemented in science classrooms to affect student engagement and learning. Key Features: Presents processes involved in teaching inquiry-based science Discusses importance of multi-modal representations in teaching inquiry based-science Covers ways to develop scientifically literacy Uses the Structure of Observed learning Outcomes (SOLO) Taxonomy to assess student reasoning, problem-solving and learning Presents ways to promote scientific discourse, including teacher-student interactions, student-student interactions, and meta-cognitive thinking
Author: Hugh G. Petrie
Publisher: Living Control Systems Publ
ISBN: 1938090063
Category : Education
Languages : en
Pages : 374
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Book Description
Hugh Petrie, the author of the chapters in this anthology, spent his entire professional life as a philosopher, philosopher of education, and educational administrator fascinated by the questions of how we learn and how we know what we learn. The chapters in this anthology are selected from the articles and book chapters he published during his career. They include critiques of behaviorism and its supposed relevance to educational practice, analyses of the issues involved with interdisciplinary education, the nature of conceptual change, the role of metaphor as an essential component in learning anything radically new, a thorough-going examination of current educational testing dogma, and several discussions of the importance of ways of knowing for various educational policy issues. The works are informed throughout by the insights of evolutionary epistemology and Perceptual Control Theory. These two under-appreciated approaches show how an adaptation of thought and action to the demands of the natural and social world explain how learning and coming to know are possible. These insights are as relevant today as they were when the chapters were first written.
Author:
Publisher: Optimus Education eBooks
ISBN: 1907567291
Category :
Languages : en
Pages : 184
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Book Description
Author: Akyol, Zehra
Publisher: IGI Global
ISBN: 1466621117
Category : Education
Languages : en
Pages : 610
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Book Description
Communications technologies have been continuously integrated into learning and training environments which has revealed the need for a clear understanding of the process. The Community of Inquiry (COI) Theoretical Framework has a philosophical foundation which provides planned guidelines and principles to development useful learning environments and guarantees successful educational experiences. Educational Communities of Inquiry: Theoretical Framework, Research, and Practice is an extensive reference that offers theoretical foundations and developments associated with the COl theoretical framework. This collection is a valuable source of ideas, research opportunities, and challenges for scholars and practitioners in the field of education technology.
Author: Hugh Gibbons
Publisher: Living Control Systems Publ
ISBN: 193809008X
Category : Law
Languages : en
Pages : 205
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Book Description
For anyone who is contemplating the study of law, or wished they had done so, or is in the midst of such an endeavor, this book will provide rewards of insight into how the lawyer thinks through problems in a legal context. The Death of Jeffrey Stapleton is based on, introduces and illustrates a technically sound, testable and easy to demonstrate explanation of how people think and act that lays a foundation for psychology to become a natural science rather than merely an art. The book shows that an understanding the phenomenon of control provides an explanation for the way people behave, what behavior is, how it works, and what it accomplishes. This has profound implications for litigation where psychology is involved.
Author: Paul A. Wagner
Publisher: Rowman & Littlefield
ISBN: 1475823223
Category : Psychology
Languages : en
Pages : 123
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Book Description
In the wake of initiatives such as No Child Left Behind and the use of high-stakes testing, the emphasis in schools has been on drill and practice for the test. Genuine understanding and critical thinking have been increasingly shortchanged. As a result, students have fewer opportunities to advance their insight into cognitive and emotional challenges, even though both teachers and parents recognize the importance of developing deliberative and reflective thinking skills. This book uniquely combines two things. First, it provides resources for classroom teachers in grades 3 – 6 that make it possible for them, at a moment’s notice, to take advantage of a teachable moment by drawing students into productive intellectual discussions. Second, it gives the reader an overview of the rationale and the research base for engaging students in educational activities that are truly intellectual and that are not limited to training for testing success.
Author: Eleanor Abrams
Publisher: IAP
ISBN: 1607526301
Category : Education
Languages : en
Pages : 312
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Book Description
The purpose of this text is to further flesh out some of the factors--specific dimensions of our n-dimensional hyperspace--important to inquiry in the classroom. As such, some of the of the factors have already been introduced, others will be new to the conversation. In our discussions that lead to the preparation of this manuscript, it became clear that each of us was interested in classroom inquiry, and so we each wanted to situate our analysis in these classrooms. For that purpose, our discussions are organized into sections. Each section begins with one (or more) vignette--snippets of science classrooms--that the authors then discuss how this vignette demonstrates some aspect of the specific dimension that they are charged with discussing. Because inquiry is so multifaceted and its portrayals are often complex and nuanced, the discussion of the dimension is broken into separate essays--each of which addresses the focal dimension in different ways. Following the essay, a broader discussion across the essays is offered to support your sense making. As we began this effort, we selected what we understood to be the most influential dimensions of inquiry in the classroom. But certainly there are others that can and should have been included, (i.e., the role of curriculum in supporting (or confining) the enactment of inquiry, the manner in which inquiry can shape students' knowledge, the role systemic efforts can have in enabling inquiry). But given the confines of one text, we've chosen what we understood to be the central components, and these have been arranged into 6 sections. Our vision is that each of these sections can be self-supporting, so their appearance in the text doesn't represent the order in which they must be read. Ideally, the reader would engage in the introduction, then select the section that addresses the dimension influencing classroom inquiry that is of greatest importance. The only exception to this is section 6, which is a specific form of enactment of classroom inquiry; engagement with this section may be best augmented after reading the sections that interest you.
Author: David Leat
Publisher: Taylor & Francis
ISBN: 1317650883
Category : Education
Languages : en
Pages : 225
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Book Description
Many teachers, schools, parents and community organisations feel that ‘standards’ education is not serving us well. It has proved ineffective at preparing many students for work, higher education and general wellbeing, nor does it keep students engaged and intrinsically motivated, capable of sustaining interest in education and learning. There is a supressed desire to transform educational outcomes, and enquiry based learning (EBL) and project based learning (PBL) are the prime candidates for achieving such a goal. EBL is education that is driven by curiosity, questions and problem solving, with the capacity to produce results that are equal to or better than standard outcomes. This new text provides a critical examination of EBL and PBL by exploring a wide range of international exemplars and considering the benefits, barriers and contradictions generated by the efforts of teachers and schools. Focusing on analytical frameworks and socio-cultural theory, areas covered include: enquiry and society what EPBL is learning through enquiry challenges for schools and teachers student outcomes and assessment teacher learning curriculum development. Enquiry and Project Based Learning offers analytical frameworks and practical guidance for students, teachers and all those interested in enquiry based learning, as well as presenting a balanced, purposeful and motivating alternative to mainstream educational practice.
Author: William T. Powers
Publisher: Living Control Systems Publ
ISBN: 1938090128
Category : Psychology
Languages : en
Pages : 426
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Book Description
These introductions and readings provide a comprehensive range of information for the study of Perceptual Control Theory—papers, books, book reviews, resources on-line, demos and tutorial programs for your computer. Perceptual Control Theory, PCT, results from one man's curiosity, expertise, creativity and determination. The articles, books, and tutorial programs introduced in this volume would not have been written, certainly not this way, if it were not for William T. (Bill) Powers's seminal insight and tireless efforts across more that sixty years. The PCT explanation for what behavior is, how it works and what it accomplishes is well documented. It lays a foundation for a new natural science and can handle behavioral phenomena within a single testable concept of how living systems work. You can demonstrate it yourself with functioning computer simulations. Whether you are interested in improving education, resolving chronic psychological stress, understanding what is going on with an inconsolable baby, understanding the basis for our universal sense of justice, getting a different take on what emotions are, resolving conflict in general, becoming a better parent, manager, sales person, friend or lover, you will find fascinating insight when you review these readings and study this new explanatory concept with care.
