New Philosophies of Learning

Herausgeber: Cigman, Ruth; Davis, Andrew

• Broschiertes Buch

Produktbeschreibung

The current demand for greater accountability in education has given rise to significant developments in philosophies of learning. Today's educators are bombarded with directives relating to such issues as ICT-assisted learning, happiness enhancement, and emotional intelligence. In responding to this spate of innovative learning techniques, New Philosophies of Learning signals the need for a sharper critical awareness of the possibilities and the problems that these developments present. Through contributions from an international range of leading empirical researchers and philosophers, the text explores the relationships between scientific and philosophical perspectives in these new approaches. Without exaggerating similarities or offering sweeping judgments, the text delves deeply into the crucial issues at the vanguard of current educational approaches, including the rise of neuro-science, the fashion for categorizing learners, ICT, and the 'enhancement' of learners' emotional well-being and happiness. Extensive editorial commentary draws out many of the salient lines of arguments to facilitate comparison and clarity, and to stimulate further evaluation. New Philosophies of Learning provides valuable scholarly insights into contemporary learning techniques while encouraging careful reflection about the nature of knowledge and how we learn.

Produktdetails

• Verlag: Turner Publishing Company
• Seitenzahl: 352
• Erscheinungstermin: 15. Juni 2009
• Englisch
• Abmessung: 229mm x 152mm x 19mm
• Gewicht: 472g
• ISBN-13: 9781405195645
• ISBN-10: 1405195649
• Artikelnr.: 28357806

Autorenporträt

Ruth Cigman did her PhD in Philosophy of Music at Cambridge University, and has taught philosophy for many years in the US and the UK. She is currently Ethics Lead at the Academic Centre for Medical Education, University College London, and Senior Research Fellow in Philosophy of Education at the Institute of Education University of London. Andrew Davis's career includes eight years in primary schools, six at Cambridge University and over eighteen at Durham University where he is a Research Fellow. He has worked for the Quality Assurance Agency as a Subject Specialist Reviewer and directed Argument Matters, a strand of the National Academy for Gifted and Talented Youth Durham summer school for four years. Ruth Cigman and Andrew Davis are Joint-Managing Editors of the Impact series on educational policy, published by the Philosophy of Education Society of Great Britain.

Inhaltsangabe

Notes on Contributors

Preface (Paul Standish).

Part I: Neuroscience, Learner Categories and ICT.

Section 1: Brain-based Learning.

Section 2: Learner Categories.

Section 3: ICT and Learning.

Part II: Learning and Human Flourishing.

Section 4: The Enhancement Agenda.

Section 5: Non-Cognitive Intelligences.

Section 6: Learners, Teachers and Reflection.

Index.