A passionate deconstruction and reconstruction of learning,
development, and schooling that urges teachers to explore and
create new educational opportunities for themselves and their
students, Schools for Growth: Radical Alternatives to Current
Educational Models asks the following questions:
Can we create ways for people to learn the kinds of things that
are necessary for functional adaptation without stifling their
capacity to continuously create their growth?
Can schools become environments that support children to perform
not only as learners but as developers of their lives?
This book challenges educators to look at the deeply-rooted
assumptions about schooling, learning, and development and urges
that the way psychology and education have constructed our
conceptions of what it means to teach, to learn, and to grow may be
the most serious impediment to the learning and developing of
children. Beyond the criticism, the author presents an original
methodological reformation of what learning and development are as
relational activities and then takes readers on a visit to three
radical independent school settings.
Arguing that current educational models have been misguided by
scientific psychology, the author states that the dominant model of
human development actually hinders development. Moreover, as
learning theory has become infused with developmental theory over
the past 30 years, the overly cognitive manner in which
psychologists have come to think about thinking, learning, and
development has become further insinuated into education. Both
theories--learning and developmental--fail o recognize the human
capacity for relational-revolutionary activity and for performance.
The prevalent mode of education--acquisitional learning--is
grounded in a world view that gives primacy to knowledge and
knowing which Holzman believes is inconsistent with ongoing
developmental activity.
The author focuses on "developmental learning"--a social
constructionist, activity-theoretic conception of development which
includes a transformation and synthesis of Vygotsky and philosopher
Ludwig Wittgenstein. She also discusses educational projects that
are self-conscious attempts to break with key elements of modern
epistemology and the dominant psychological paradigm as they are
perpetrated in contemporary educational theory and practice. Their
specific philosophies and practices highlight important
methodological issues raised in the attempt to create "postmodern
schools"--schools more concerned with growing than knowing.
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