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Author: Basil Bernstein
Publisher: Psychology Press
ISBN: 0415302897
Category : Children
Languages : en
Pages : 165
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Book Description
Illustrating the effect of class relationships upon the institutionalizing of elaborate codes in the school, the papers in this volume demonstrate the evolution of the concepts discussed.
Author: Basil Bernstein
Publisher: Psychology Press
ISBN: 0415302897
Category : Children
Languages : en
Pages : 165
Get Book
Book Description
Illustrating the effect of class relationships upon the institutionalizing of elaborate codes in the school, the papers in this volume demonstrate the evolution of the concepts discussed.
Author: Basil Bernstein
Publisher: Routledge
ISBN: 1134413521
Category : Reference
Languages : en
Pages : 165
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Book Description
Illustrating the effect of class relationships upon the institutionalizing of elaborate codes in the school, the papers in this volume each develop from the previous one and demonstrate the evolution of the concepts discussed.
Author: Basil B. Bernstein
Publisher: Psychology Press
ISBN: 0415302870
Category : Children
Languages : en
Pages : 226
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Book Description
'Bernstein's hypothesis will require [teachers] to look afresh not only at their pupils' language but at how they teach and how their pupils learn.'Douglas Barnes, Times Educational Supplement'His honesty is such that it illuminates several aspects of what it is to be a genius.'Josephine Klein, British Journal of Educati.
Author: Basil Bernstein
Publisher: Routledge
ISBN: 113441353X
Category : Reference
Languages : en
Pages : 165
Get Book
Book Description
Illustrating the effect of class relationships upon the institutionalizing of elaborate codes in the school, the papers in this volume each develop from the previous one and demonstrate the evolution of the concepts discussed.
Author: Basil B. Bernstein
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 207
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Book Description
Author:
Publisher:
ISBN:
Category : Educational sociology
Languages : en
Pages : 207
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Book Description
Author: Basil Bernstein
Publisher: Routledge/Thoemms Press
ISBN:
Category : Education
Languages : en
Pages : 248
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Book Description
Author: Basil B. Bernstein
Publisher:
ISBN: 9780710073969
Category : Children
Languages : en
Pages : 0
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Book Description
Author: Peter Jarvis
Publisher: Routledge
ISBN: 1134254768
Category : Education
Languages : en
Pages : 303
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Book Description
This book critically assesses the learning that is required and provided within a learning society and gives a detailed sociological analysis of the emerging role of lifelong learning with examples from around the globe. Divided into three clear parts the book: looks at the development of the knowledge economy provides a critique of lifelong learning and the learning society focuses on the changing nature of research in the learning society. The author, well-known and highly respected in this field, examines how lifelong learning and the learning society have become social phenomena across the globe. He argues that the driving forces of globalisation are radically changing lifelong learning and shows that adult education/learning only gained mainstream status because of these global changes and as learning became more work orientated.
Author: Jerome Bruner
Publisher: Harvard University Press
ISBN: 0674253086
Category : Education
Languages : en
Pages : 196
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Book Description
This country’s most challenging writer on education presents here a distillation, for the general reader, of half a decade’s research and reflection. His theme is dual: how children learn, and how they can best be helped to learn—how they can be brought to the fullest realization of their capacities. Jerome Bruner, Harper’s reports, has “stirred up more excitement than any educator since John Dewey.” His explorations into the nature of intellectual growth and its relation to theories of learning and methods of teaching have had a catalytic effect upon educational theory. In this new volume the subjects dealt with in The Process of Education are pursued further, probed more deeply, given concrete illustration and a broader context. “One is struck by the absence of a theory of instruction as a guide to pedagogy,” Mr. Bruner observes; “in its place there is principally a body of maxims.” The eight essays in this volume, as varied in topic as they are unified in theme, are contributions toward the construction of such a theory. What is needed in that enterprise is, inter alia, “the daring and freshness of hypotheses that do not take for granted as true what has merely become habitual,” and these are amply evidenced here. At the conceptual core of the book is an illuminating examination of how mental growth proceeds, and of the ways in which teaching can profitably adapt itself to that progression and can also help it along. Closely related to this is Mr. Bruner’s “evolutionary instrumentalism,” his conception of instruction as the means of transmitting the tools and skills of a culture, the acquired characteristics that express and amplify man’s powers—especially the crucial symbolic tools of language, number, and logic. Revealing insights are given into the manner in which language functions as an instrument of thought. The theories presented are anchored in practice, in the empirical research from which they derive and in the practical applications to which they can be put. The latter are exemplified incidentally throughout and extensively in detailed descriptions of two courses Mr. Bruner has helped to construct and to teach—an experimental mathematics course and a multifaceted course in social studies. In both, the students’ encounters with the material to be mastered are structured and sequenced in such a way as to work with, and to reinforce, the developmental process. Written with all the style and élan that readers have come to expect of Mr. Bruner, Toward a Theory of Instruction is charged with the provocative suggestions and inquiries of one of the great innovators in the field of education.
