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Author: Herbert Spencer
Publisher:
ISBN:
Category : Knowledge, Theory of
Languages : en
Pages : 130
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Book Description
Author: Herbert Spencer
Publisher:
ISBN:
Category : Knowledge, Theory of
Languages : en
Pages : 130
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Book Description
Author: Wayne C. Booth
Publisher: University of Chicago Press
ISBN: 0226065707
Category : Education
Languages : en
Pages : 228
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Book Description
The Knowledge Most Worth Having represents the essence of education at the University of Chicago—faculty and students grappling with key intellectual questions that span the humanities, while still acknowledging the need to acquire a depth of knowledge in one’s chosen field. The papers collected here were delivered during an often-heated conference at the university in 1966, and include contributions from such scholars as Northrop Frye, Richard McKeon, and, of course, the dean of the college, Wayne Booth himself. Taken as a whole, they present a passionate defense of liberal education, one that remains highly relevant today.
Author: K. Kumar
Publisher: Orient Blackswan
ISBN: 9788125025221
Category : Education
Languages : en
Pages : 148
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Book Description
This collection of essays is the third revised edition of Dr Krishna Kumar s UGC national lectures. It updates several issues in the context of recent concerns such as globalisation and external funding for education. Some of the issues discussed are the textbook, culture, learning by rote, failure of village primary schools, the merits of Gandhian ideas of education, and the interpretation of history.
Author: Katie Cunningham
Publisher: Routledge
ISBN: 1625312830
Category : Education
Languages : en
Pages : 259
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Book Description
Start with Joy: Designing Literacy Learning for Student Happiness links what we know from the science of happiness with what we know about effective literacy instruction. By examining characters in the books they read, children develop empathy for others and come to understand that we all struggle and we all love. When given a choice about what to write, children express hopes, fears, and reactions to life's experiences. Literacy learning is full of opportunities for students to learn tools to live a happy life. Inside, you'll find: Seven Pillars: The author offers seven pillars that will make classrooms more joyful, engaging, and purposeful--Connection, Choice, Challenge, Play, Story, Discovery, and Movement. Ten Invitations: These ten lessons may be presented at any time of year in the context of any unit and include children's literature suggestions as well as recommended teacher talk to meet children's specific needs. Teaching Tools: Tools and resources that will help students tell their stories and make literacy learning something all students celebrate and cherish. This book honors the adventure that learning is meant to be. By infusing school days with happiness, teachers can support children as they become stronger readers, writers, and thinkers, while also helping them learn that strength comes from challenge, and joy comes from leading a purposeful life.
Author: Allan Collins
Publisher: Teachers College Press
ISBN: 0807758655
Category : Education
Languages : en
Pages : 161
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Book Description
Renowned cognitive scientist Allan Collins proposes a school curriculum that will fit the needs of our modern era. Examining how advances in technology, communication, and the dissemination of information are reshaping the world, Collins offers guidelines to help schools foster flexible, self-directed learners who will succeed in the global workplace.
Author: Lawrence Busch
Publisher: MIT Press
ISBN: 026203607X
Category : Education
Languages : en
Pages : 177
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Book Description
How free-market fundamentalists have shifted the focus of higher education to competition, metrics, consumer demand, and return on investment, and why we should change this. A new philosophy of higher education has taken hold in institutions around the world. Its supporters disavow the pursuit of knowledge for its own sake and argue that the only knowledge worth pursuing is that with more or less immediate market value. Every other kind of learning is downgraded, its budget cut. In Knowledge for Sale, Lawrence Busch challenges this market-driven approach. The rationale for the current thinking, Busch explains, comes from neoliberal economics, which calls for reorganizing society around the needs of the market. The market-influenced changes to higher education include shifting the cost of education from the state to the individual, turning education from a public good to a private good subject to consumer demand; redefining higher education as a search for the highest-paying job; and turning scholarly research into a competition based on metrics including number of citations and value of grants. Students, administrators, and scholars have begun to think of themselves as economic actors rather than seekers of knowledge. Arguing for active resistance to this takeover, Busch urges us to burst the neoliberal bubble, to imagine a future not dictated by the market, a future in which there is a more educated citizenry and in which the old dichotomies—market and state, nature and culture, and equality and liberty—break down. In this future, universities value learning and not training, scholarship grapples with society's most pressing problems rather than quick fixes for corporate interests, and democracy is enriched by its educated and engaged citizens.
Author: Norma Gonzalez
Publisher: Routledge
ISBN: 1135614059
Category : Education
Languages : en
Pages : 332
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Book Description
The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.
Author: Joseph D. Novak
Publisher: Routledge
ISBN: 1135184461
Category : Education
Languages : en
Pages : 334
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Book Description
This fully revised and updated edition of Learning, Creating, and Using Knowledge recognizes that the future of economic well being in today's knowledge and information society rests upon the effectiveness of schools and corporations to empower their people to be more effective learners and knowledge creators. Novak’s pioneering theory of education presented in the first edition remains viable and useful. This new edition updates his theory for meaningful learning and autonomous knowledge building along with tools to make it operational ─ that is, concept maps, created with the use of CMapTools and the V diagram. The theory is easy to put into practice, since it includes resources to facilitate the process, especially concept maps, now optimised by CMapTools software. CMapTools software is highly intuitive and easy to use. People who have until now been reluctant to use the new technologies in their professional lives are will find this book particularly helpful. Learning, Creating, and Using Knowledge is essential reading for educators at all levels and corporate managers who seek to enhance worker productivity.
Author: Seymour A Papert
Publisher: Basic Books
ISBN: 154167510X
Category : Education
Languages : en
Pages : 272
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Book Description
In this revolutionary book, a renowned computer scientist explains the importance of teaching children the basics of computing and how it can prepare them to succeed in the ever-evolving tech world. Computers have completely changed the way we teach children. We have Mindstorms to thank for that. In this book, pioneering computer scientist Seymour Papert uses the invention of LOGO, the first child-friendly programming language, to make the case for the value of teaching children with computers. Papert argues that children are more than capable of mastering computers, and that teaching computational processes like de-bugging in the classroom can change the way we learn everything else. He also shows that schools saturated with technology can actually improve socialization and interaction among students and between students and teachers. Technology changes every day, but the basic ways that computers can help us learn remain. For thousands of teachers and parents who have sought creative ways to help children learn with computers, Mindstorms is their bible.
Author: Susan A. Ambrose
Publisher: John Wiley & Sons
ISBN: 0470617608
Category : Education
Languages : en
Pages : 336
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Book Description
Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
