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Schools for Growth - Radical Alternatives To Current Education Models (Hardcover)
Loot Price: R4,134
Discovery Miles 41 340
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Schools for Growth - Radical Alternatives To Current Education Models (Hardcover)
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Total price: R4,154
Discovery Miles: 41 540
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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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