Emergent Mind and Education
Author | : Alfred Stafford Clayton |
Publisher | : |
Total Pages | : 208 |
Release | : 1943 |
Genre | : Behaviorism (Psychology) |
ISBN | : |
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Author | : Alfred Stafford Clayton |
Publisher | : |
Total Pages | : 208 |
Release | : 1943 |
Genre | : Behaviorism (Psychology) |
ISBN | : |
Author | : Alfred Stafford Clayton |
Publisher | : Legare Street Press |
Total Pages | : 0 |
Release | : 2023-07-18 |
Genre | : |
ISBN | : 9781021513243 |
What is the relationship between the emerging fields of cognitive science and neuroscience and the practice of education? How can insights from these interdisciplinary areas inform our understanding of learning, teaching, and curriculum design? In this groundbreaking book, Alfred Stafford Clayton offers a provocative and original synthesis of recent research on the human mind and its implications for education. Drawing on examples from diverse fields, such as mathematics, language arts, and social studies, Clayton demonstrates the power of an emergentist perspective for transforming education in the digital age. This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
Author | : Alfred Stafford Clayton |
Publisher | : |
Total Pages | : 188 |
Release | : 1943 |
Genre | : |
ISBN | : |
Author | : Alfred Stafford Clayton |
Publisher | : |
Total Pages | : 214 |
Release | : 2013-10 |
Genre | : |
ISBN | : 9781293034576 |
This is a reproduction of a book published before 1923. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book.
Author | : Elizabeth Jones |
Publisher | : Naeyc |
Total Pages | : 148 |
Release | : 1994 |
Genre | : Education |
ISBN | : 9780935989625 |
Emergent curriculum in early childhood education refers to the process of using the spontaneity generated in the daily life of the children and adults in the program, along with teacher planning, to develop the curriculum. This book presents a story about a year in the life of a fictional child care center as a context for the discussion of emergent curriculum in 22 chapters arranged to cover events sequentially throughout the school year. Chapter 1 introduces the fictional child care setting. Chapters 2 through 21 alternately provide staff meeting topics, ideas, and examples of guided discussions; and ideas and discussions of class activities, field trips, and visits to various sites. Chapter 22, "Epilogue: Talking It Over," contains reflections on the activities and learning during the year by staff and students. Contains a section of notes for each chapter and 23 suggestions for further reading. (DR)
Author | : Sam Crowell |
Publisher | : R&L Education |
Total Pages | : 166 |
Release | : 2013-01-16 |
Genre | : Education |
ISBN | : 1475802560 |
Emergent Teaching inspires teachers to teach with more spontaneity and creativity within an educational environment that is highly constrained. It demonstrates, through descriptive stories, creative strategies and provides an intellectual foundation for emergent teaching. The authors show how teachers can relate subject matter to students’ lives and experience. They illustrate rituals and processes that help establish a caring learning community. Finally, the book applies the theories of complexity and chaos while reaffirming the natural wisdom that teachers possess within themselves. The authors have chosen a narrative format that “models” rather than “tells,” and encourages readers to connect to their own stories and experiences. The book is consistent with the theoretical understandings and research in the complexity sciences but takes a narrative approach, giving examples and illustrations of ideas through stories, myths, and parables that act as metaphors and illustrations. Key topics and practices embedded in these stories include teaching the whole person strategies for creative teaching new understandings of process meaning-centered learning building community in the classroom strengthening the student/teacher relationship project-based learning using art and nature in teaching embodied learning incorporating story and narrative in teaching rites of passage embracing the unpredictable, uncharted spaces in teaching
Author | : Teresa Cerratto Pargman |
Publisher | : Springer |
Total Pages | : 275 |
Release | : 2019-03-21 |
Genre | : Education |
ISBN | : 3030107647 |
This book explores the complexities of interacting with digital technologies in the everyday flow of practices in schools, museums, and the home. In particular, the authors pay attention to the material conditions of such practices via the exploration of media discourses on information and communication technologies in the classroom; the ongoing digitization of the school; the use of video chat for language learning; the instantiation of CrossActionSpaces in an urban science classrooms; the development of symbolic technologies such as the Carbon Footprint Calculator; the design of apps and virtual museums for learning science; the use of text message tools for collaborative learning in teacher education and the design, implementation, and evaluation of Augmented Reality apps in outdoor learning. The book is grounded in case studies presented by scholars at the workshop, “Changing Teaching and Learning Practices in Schools with Tablet-Mediated Collaborative Learning: Nordic, European and International Views” and the workshop “Emergent Practices and Material Conditions in Tablet-mediated Collaborative Learning and Teaching” both of which have been held at the Computer-Supported Collaborative Learning conference (CSCL). This volume brings together inspirational and high-quality chapters that raise a range of important ideas and showcase the importance of looking beyond technology-enhanced learning. Taken together, this volume unpacks a variety of everyday situations by engaging with what is really happening with digital technologies rather than what is expected to happen with them in educational settings. The take-away message is a call for research on learning, teaching, and digital technologies that enables engagement with the materiality of educational practices and, in particular, their constitutive relationships that configure the contemporary educational practices of the digital age.
Author | : Igor M. Arievitch |
Publisher | : Springer |
Total Pages | : 176 |
Release | : 2017-08-24 |
Genre | : Education |
ISBN | : 9463511040 |
The book outlines a fundamental alternative to the rising wave of aggressive biological reductionism and brainism in contemporary psychology and education. It offers steps to achieving a daunting and elusive goal: constructing a coherently non-reductionist account of the mind. The main obstacle to such a construction is identified as the centuries-old contemplative fallacy that leads to entrenched dualisms and shackles major theoretical frameworks. The alternative agentive activity perspective overcomes this fallacy by advancing the core principles of the cultural-historical activity theory. This innovative perspective charts a consistently non-mentalist and non-individualist view of psychological processes without discarding the individual mind. A vast body of research and theories, from Piaget and Dewey to sociocultural and embodied cognition approaches are critically engaged, with a special focus on Piotr Galperin’s contribution. The notion of the embodied agent’s object-directed activity serves as a pivotal point for re-conceptualizing the mind and its role in behavior. In a radical departure from both the traditional mentalist and biologically reductionist frameworks, psychological processes are understood as taking place “beyond the brain” – as constituted by the agent’s activities in the world. From this standpoint, many of Vygotsky’s key insights, including semiotic mediation, internalization, and cognitive tools are given a fresh scrutiny and substantially revised. The agentive activity perspective opens ways to offer a bold vision for education: developmental teaching and learning built on the premise that real knowledge is not “information storage and retrieval” and that education is not about “knowledge transmission” but instead it is about developing students’ minds.
Author | : Marc S. Schwartz |
Publisher | : |
Total Pages | : 0 |
Release | : 2018 |
Genre | : Brain |
ISBN | : 9781138946729 |
Research in Mind, Brain, and Education introduces new research on key topics from brain science in education. With chapters written by leading experts in the field, this book covers both foundational issues as well as new work from emergent areas through case studies.
Author | : Renate Nummela Caine |
Publisher | : Corwin Press |
Total Pages | : 443 |
Release | : 2015-07-27 |
Genre | : Education |
ISBN | : 1506332188 |
Raise the bar with the best of what is known about how the brain/mind learns Higher-order skills such as critical thinking, planning, decision-making and persistence are the key to success for today’s students. Fully revised to respond to the Common Core and other timely developments, this indispensable guide builds the bridge from brain research to classroom practice. The updated third edition offers More strategies to deeply engage students and build foundational learning skills Guidance on peer-based professional development through Process Learning Circles Reflective questions and checklists for assessing progress Updated, real-life examples Bridge research to practice through these innovative strategies to create a school environment where students and faculty learn and thrive.