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This book explores the contributions, actual and potential, of
complexity thinking to educational research and practice. While its
focus is on the theoretical premises and the methodology, not
specific applications, the aim is pragmatic--to present complexity
thinking as an important and appropriate attitude for educators and
educational researchers. Part I is concerned with global issues
around complexity thinking, as read through an educational lens.
Part II cites a diversity of practices and studies that are either
explicitly informed by or that might be aligned with complexity
research, and offers focused and practiced advice for structuring
projects in ways that are consistent with complexity thinking.
Complexity thinking offers a powerful alternative to the linear,
reductionist approaches to inquiry that have dominated the sciences
for hundreds of years and educational research for more than a
century. It has captured the attention of many researchers whose
studies reach across traditional disciplinary boundaries to
investigate phenomena such as: How does the brain work? What is
consciousness? What is intelligence? What is the role of emergent
technologies in shaping personalities and possibilities? How do
social collectives work? What is knowledge? Complexity research
posits that a deep similarity among these phenomena is that each
points toward some sort of system that learns. The authors' intent
is not to offer a complete account of the relevance of complexity
thinking to education, not to prescribe and delimit, but to
challenge readers to examine their own assumptions and theoretical
commitments--whether anchored by commonsense, classical thought or
any of the posts (such as postmodernism, poststructuralism,
postcolonialism, postpositivism, postformalism, postepistemology)
that mark the edges of current discursive possibility. Complexity
and Education is THE introduction to the emerging field of
complexity thinking for the education community. It is specifically
relevant for educational researchers, graduate students, and
inquiry-oriented teacher practitioners.
Engaging Minds: Cultures of Education and Practices of Teaching
explores the diverse beliefs and practices that define the current
landscape of formal education. The 3rd edition of this introduction
to interdisciplinary studies of teaching and learning to teach is
restructured around four prominent historical moments in formal
education: Standardized Education, Authentic Education, Democratic
Citizenship Education, Systemic Sustainability Education. These
moments serve as the foci of the four sections of the book, each
with three chapters dealing respectively with history,
epistemology, and pedagogy within the moment. This structure makes
it possible to read the book in two ways - either "horizontally"
through the four in-depth treatments of the moments or "vertically"
through coherent threads of history, epistemology, and pedagogy.
Pedagogical features include suggestions for delving deeper to get
at subtleties that can't be simply stated or appreciated through
reading alone, several strategies to highlight and distinguish
important vocabulary in the text, and more than 150 key theorists
and researchers included among the search terms and in the
Influences section rather than a formal reference list.
Engaging Minds: Cultures of Education and Practices of Teaching
explores the diverse beliefs and practices that define the current
landscape of formal education. The 3rd edition of this introduction
to interdisciplinary studies of teaching and learning to teach is
restructured around four prominent historical moments in formal
education: Standardized Education, Authentic Education, Democratic
Citizenship Education, Systemic Sustainability Education. These
moments serve as the foci of the four sections of the book, each
with three chapters dealing respectively with history,
epistemology, and pedagogy within the moment. This structure makes
it possible to read the book in two ways - either "horizontally"
through the four in-depth treatments of the moments or "vertically"
through coherent threads of history, epistemology, and pedagogy.
Pedagogical features include suggestions for delving deeper to get
at subtleties that can't be simply stated or appreciated through
reading alone, several strategies to highlight and distinguish
important vocabulary in the text, and more than 150 key theorists
and researchers included among the search terms and in the
Influences section rather than a formal reference list.
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