In this volume, David Geary provides a comprehensive theory that
brings children's education into the 21st century, and provides
directions for the development of a new discipline, evolutionary
educational psychology. Geary presents the case that a
scientifically grounded approach to children's schooling and, to a
lesser degree, their later occupational interests can be informed
by recent advances in the application of evolutionary theory to the
understanding of the human brain, mind, and its development. He
develops a taxonomy of evolved cognitive abilities and describes
how, from an evolutionary perspective, these abilities are modified
and refined during childhood. From there, he lays the framework for
understanding the relation between evolved abilities, such as
language, and the non-evolved competencies that are built from them
with schooling, such as reading. Geary describes the mechanisms,
such as working memory, that enable humans to transform evolved
cognitive abilities into culturally important, school taught
competencies. These are integrated with discussion of human
intellectual history and cultural evolution, and the sources of
children's motivation to learn inside and outside of the classroom.
In all, this may well be the most revolutionary theory of
children's schooling since Rousseau.
General
Imprint: |
Information Age Publishing
|
Country of origin: |
United States |
Series: |
Psychological Perspectives on Contemporary Educational Issues |
Release date: |
June 2007 |
First published: |
June 2007 |
Editors: |
Jerry S. Carlson
• Joel R. Levin
|
Dimensions: |
234 x 156 x 14mm (L x W x T) |
Format: |
Hardcover
|
Pages: |
216 |
Edition: |
New |
ISBN-13: |
978-1-59311-612-5 |
Categories: |
Books >
Social sciences >
Education >
Educational psychology
Promotions
|
LSN: |
1-59311-612-8 |
Barcode: |
9781593116125 |
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