基本説明
Explores some of the many contemporary innovations in approaches to learning, including neuroscience and the focus on learners' well-being and happiness.
Full Description
Through a collection of contributions from an international team of empirical researchers and philosophers, New Philosophies of Learning signals the need for a sharper critical awareness of the possibilities and problems that the recent spate of innovative learning techniques presents.
Explores some of the many contemporary innovations in approaches to learning, including neuroscience and the focus on learners' well-being and happiness
Debates the controversial approaches to categorising learners such as dyslexia
Raises doubts about the preoccupation with quasi-mathematical scrutiny and the neglect of ethical reflection about education
Discusses the possible grounds for concern, without exaggerating their similarities or offering sweeping judgements
Includes contributions from empirical researchers and philosophers, including Usha Goswami, Howard Gardner, Julian Elliott, David Bakhurst, John White and Christopher Winch
Contents
Notes on Contributors. Preface (Paul Standish).
Part I: Neuroscience, Learner Categories and ICT.
Section 1: Brain-based Learning.
1.1. Introduction (Ruth Cigman and Andrew Davis).
1.2. Philosophical Challenges for Researchers at the Interface between Neuroscience and Education (Paul Howard-Jones).
1.3. Principles of Learning, Implications for Teaching: A Cognitive Neuroscience Perspective (Usha Goswami).
1.4. Exercising Quality Control in Interdisciplinary Education: Toward an
Epistemologically Responsible Approach (Zachary Stein, Michael Connell and Howard Gardner).
1.5. Minds, Brains and Education (David Bakhurst).
1.6. Commentary (Ruth Cigman and Andrew Davis).
Section 2: Learner Categories.
2.1. Introduction (Ruth Cigman and Andrew Davis).
2.2. Ian Hacking, Learner Categories and Human Taxonomies (Andrew Davis).
2.3. Like Alligators Bobbing for Poodles? A Critical Discussion of Education,
ADHD and the Biopsychosocial Perspective (Paul Cooper).
2.4. Does Dyslexia Exist? (Julian G. Elliott and Simon Gibbs).
2.5. Thoughts About the Autism Label: A Parental View (Charlotte Moore).
2.6. Commentary (Ruth Cigman and Andrew Davis).
Section 3: ICT and Learning.
3.1. Introduction (Ruth Cigman and Andrew Davis).
3.2. Technology-Enhanced Learning: A Question of Knowledge (Jan Derry).
3.3. Technology-Enhanced Learning as a Tool for Pedagogical Innovation (Diana Laurillard).
Part II: Learning and Human Flourishing.
Section 4: The Enhancement Agenda.
4.1. Introduction (Ruth Cigman and Andrew Davis).
4.2. Enhancing Children (Ruth Cigman).
4.3. The Long Slide to Happiness (Richard Smith).
4.4. Lessons from a New Science? On Teaching Happiness in Schools (Judith Suissa).
4.5. A Critique of Positive Psychology—or 'The New Science of Happiness' (Alistair Miller).
Section 5: Non-Cognitive Intelligences.
5.1. Introduction (Ruth Cigman and Andrew Davis).
5.2. Illusory Intelligences? (John White)
5.3. Emotional Intelligence as Educational Goal: A Case for Caution (Sophie Rietti).
5.4. Commentary (Ruth Cigman and Andrew Davis).
Section 6: Learners, Teachers and Reflection.
6.1. Introduction (Ruth Cigman and Andrew Davis).
6.2. Learning How to Learn: A Critique (Christopher Winch).
6.3. Philosophy with Children, the Stingray and the Educative Value of
Disequilibrium (Karin Saskia Murris).
6.4. From Schools to Learning Environments: The Dark Side of Being
Exceptional (Maarten Simons and Jan Masschelein).
6.5. Commentary (Ruth Cigman and Andrew Davis).
Index.
