Making Minds Less Well Educated Than Our Own

Making Minds Less Well Educated Than Our Own

Author: Roger C. Schank

Publisher: Routledge

Published: 2004-04-26

Total Pages: 348

ISBN-13: 1135615101

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In the author's words: "This book is an honest attempt to understand what it means to be educated in today's world." His argument is this: No matter how important science and technology seem to industry or government or indeed to the daily life of people, as a society we believe that those educated in literature, history, and other humanities are in some way better informed, more knowing, and somehow more worthy of the descriptor "well educated." This 19th-century conception of the educated mind weighs heavily on our notions on how we educate our young. When we focus on intellectual and scholarly issues in high school as opposed to issues, such as communications, basic psychology, or child raising, we are continuing to rely on outdated notions of the educated mind that come from elitist notions of who is to be educated and what that means. To accommodate the realities of today's world it is necessary to change these elitist notions. We need to rethink what it means to be educated and begin to focus on a new conception of the very idea of education. Students need to learn how to think, not how to accomplish tasks, such as passing standardized tests and reciting rote facts. In this engaging book, Roger C. Schank sets forth the premises of his argument, cites its foundations in the Great Books themselves, and illustrates it with examples from an experimental curriculum that has been used in graduate schools and with K-12 students. Making Minds Less Well Educated Than Our Own is essential reading for scholars and students in the learning sciences, instructional design, curriculum theory and planning, educational policy, school reform, philosophy of education, higher education, and anyone interested in what it means to be educated in today's world.


Making Minds Less Well Educated Than Our Own

Making Minds Less Well Educated Than Our Own

Author: Roger C. Schank

Publisher: Taylor & Francis

Published: 2004-04-26

Total Pages: 351

ISBN-13: 113561511X

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In the author's words: "This book is an honest attempt to understand what it means to be educated in today's world." His argument is this: No matter how important science and technology seem to industry or government or indeed to the daily life of people, as a society we believe that those educated in literature, history, and other humanities are in some way better informed, more knowing, and somehow more worthy of the descriptor "well educated." This 19th-century conception of the educated mind weighs heavily on our notions on how we educate our young. When we focus on intellectual and scholarly issues in high school as opposed to issues, such as communications, basic psychology, or child raising, we are continuing to rely on outdated notions of the educated mind that come from elitist notions of who is to be educated and what that means. To accommodate the realities of today's world it is necessary to change these elitist notions. We need to rethink what it means to be educated and begin to focus on a new conception of the very idea of education. Students need to learn how to think, not how to accomplish tasks, such as passing standardized tests and reciting rote facts. In this engaging book, Roger C. Schank sets forth the premises of his argument, cites its foundations in the Great Books themselves, and illustrates it with examples from an experimental curriculum that has been used in graduate schools and with K-12 students. Making Minds Less Well Educated Than Our Own is essential reading for scholars and students in the learning sciences, instructional design, curriculum theory and planning, educational policy, school reform, philosophy of education, higher education, and anyone interested in what it means to be educated in today's world.


Imaginative Science Education

Imaginative Science Education

Author: Yannis Hadzigeorgiou

Publisher: Springer

Published: 2016-05-26

Total Pages: 298

ISBN-13: 3319295268

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This book is about imaginative approaches to teaching and learning school science. Its central premise is that science learning should reflect the nature of science, and therefore be approached as an imaginative/creative activity. As such, the book can be seen as an original contribution of ideas relating to imagination and creativity in science education. The approaches discussed in the book are storytelling, the experience of wonder, the development of ‘romantic understanding’, and creative science, including science through visual art, poetry and dramatization. However, given the perennial problem of how to engage students (of all ages) in science, the notion of ‘aesthetic experience’, and hence the possibility for students to have more holistic and fulfilling learning experiences through the aforementioned imaginative approaches, is also discussed. Each chapter provides an in-depth discussion of the theoretical background of a specific imaginative approach (e.g., storytelling, ‘wonder-full’ science), reviews the existing empirical evidence regarding its role in the learning process, and points out its implications for pedagogy and instructional practices. Examples from physical science illustrating its implementation in the classroom are also discussed. In distinguishing between ‘participation in a science activity’ and ‘engagement with science ideas per se’, the book emphasizes the central role of imaginative engagement with science content knowledge, and thus the potential of the recommended imaginative approaches to attract students to the world of science.


The Role of Criticism in Understanding Problem Solving

The Role of Criticism in Understanding Problem Solving

Author: Samuel Fee

Publisher: Springer Science & Business Media

Published: 2012-05-26

Total Pages: 260

ISBN-13: 1461435404

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In 1991, Denis Hlynka and John Belland released Paradigms Regained, a well received reader for graduate students in the field of educational technology. The Role of Criticism in Understanding Problem Solving updates some of those ideas initially proposed in Paradigms Regained, and extends the conversation into the contemporary discourse regarding problem based learning (PBL). Paradigms proposed the idea of criticism as a third method for the conduction of educational research, the first two being qualitative and qualitative. The concept of criticism as a tool for research is not well established in educational technology, although it is well established in other educational research traditions such as Curriculum Studies. Unfortunately, it is not always clear how criticism can be applied. This book views criticism as a way to step back and look at an educational intervention within educational technology through a particular critical lens. Criticism is viewed as a valuable approach to guiding meta analyses and theoretical studies, serving to prevent the proverbial "spinning of the wheels" that often happens in educational research. By indicating new potential research questions and directions, criticism approaches can invigorate educational research. This book revisits the ideals of criticism in order to establish their usefulness for studying educational technology interventions to support problem based learning. First, a few foundational chapters set the stage for the conversations on criticism. Then, the role criticism can play in enhancing analysis and interpretation of the PBL literature is explored. Finally, case studies addressing the central concepts of the text are presented and dissected. This book represents a complete overhaul and rethinking of the use of criticism as a method for understanding and furthering the research area of PBL within the field of Educational technology.


Words and Worlds

Words and Worlds

Author:

Publisher: BRILL

Published: 2009-01-01

Total Pages: 390

ISBN-13: 9087909381

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n this book, the reader is invited to enter a strange world in which you can tell the age of the captain by counting the animals on his ship, where runners do not get tired, and where water gets hotter when you add it to other water. It is the world of a curious genre, known as "word problems" or "story problems".


American Educational History Journal

American Educational History Journal

Author: J. Wesley Null

Publisher: IAP

Published: 2008-07-01

Total Pages: 416

ISBN-13: 1607528185

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The American Educational History Journal is a peer?reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well?articulated argument that deals substantively with questions of educational history.


Wonder-Full Education

Wonder-Full Education

Author: Kieran Egan

Publisher: Routledge

Published: 2013-07-24

Total Pages: 257

ISBN-13: 1135051062

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For many children much of the time their experience in classrooms can be rather dull, and yet the world the school is supposed to initiate children into is full of wonder. This book offers a rich understanding of the nature and roles of wonder in general and provides multiple suggestions for to how to revive wonder in adults (teachers and curriculum makers) and how to keep it alive in children. Its aim is to show that adequate education needs to take seriously the task of evoking wonder about the content of the curriculum and to show how this can routinely be done in everyday classrooms. The authors do not wax flowery; they present strong arguments based on either research or precisely described experience, and demonstrate how this argument can be seen to work itself out in daily practice. The emphasis is not on ways of evoking wonder that might require virtuoso teaching, but rather on how wonder can be evoked about the everyday features of the math or science or social studies curriculum in regular classrooms.


The Cambridge Handbook of Creativity

The Cambridge Handbook of Creativity

Author: James C. Kaufman

Publisher: Cambridge University Press

Published: 2019-04-25

Total Pages: 783

ISBN-13: 1107188482

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The largest and broadest-ranging Handbook of creativity yet, presenting comprehensive, rigorous, and up-to-date scientific scholarship on creativity.


Author:

Publisher: IAP

Published:

Total Pages: 611

ISBN-13: 1681239167

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Gaming and Cognition: Theories and Practice from the Learning Sciences

Gaming and Cognition: Theories and Practice from the Learning Sciences

Author: Van Eck, Richard

Publisher: IGI Global

Published: 2010-05-31

Total Pages: 431

ISBN-13: 161520718X

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"This book applies the principles of research in the study of human cognition to games, with chapters representing 15 different disciplines in the learning sciences (psychology, serious game design, educational technology, applied linguistics, instructional design, eLearning, computer engineering, educational psychology, cognitive science, digital media, human-computer interaction, artificial intelligence, computer science, anthropology, education)"--Provided by publisher.