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Learning as Interactivity, Movement, Growth and Becoming, Volume 1 - Ecologies of Learning in Higher Education (Hardcover)
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Learning as Interactivity, Movement, Growth and Becoming, Volume 1 - Ecologies of Learning in Higher Education (Hardcover)
Series: Routledge Research in Education
Expected to ship within 10 - 15 working days
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The two inter-linked volumes in this series are dedicated to the
development of analysis and theorisation of learning and teaching
in higher education. The two volumes focus on the multi-scalar
ecological inter-connectedness of learners with teachers, with
artefacts, with cultural patterns and resources, with places, with
social activities and practices, with social institutions, with
time and temporality, and with technologies. Learning reflects
inter-individual dynamics that are shaped by biology and culture.
Against prevailing orthodoxies that view learning in higher
education in terms of "information transmission" and "content
delivery," the contributors articulate leading developments in
distributed cognition, distributed language, ecological psychology,
enactivist and embodied-embedded cognitive science, interactivity,
and multimodal event analysis. They also extend several earlier
traditions such as American pragmatism, embodied curriculum theory,
and Vygotsky's latter day anti-dualist Spinozan turn. Through
detailed empirical analysis of in vivo episodes of learning using
multimodal event analysis, cognitive event analysis, and
cutting-edge theory, the authors show how and why learning is not
adequately explainable as internal mental processes per se.
Instead, sophisticated empirical analysis and innovative theory are
put to work to reveal the emergence of learning in the
interactivity of learners and teachers with the affordances of a
distributed brain-body-environment learning system. Volume 1 is an
edited collection of seven chapters written by internationally
renowned researchers together with an Introduction and an Afterword
written by King and Thibault. Volume 1 (and its successor Volume 2)
will serve as valuable reading for educationalists and researchers
in the cognitive, communication, learning, and language sciences
who are looking for new multidimensional tools for thinking about,
and new empirical tools for analysing, learning, and teaching as
multi-scalar interactive processes in radical embodied ecologies of
learning and teaching.
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