Education and Mind in the Knowledge AgeIn this book, Carl Bereiter--a distinguished and well-known cognitive, educational psychologist--presents what he calls "a new way of thinking about knowledge and the mind." He argues that in today's Knowledge Age, education's conceptual tools are inadequate to address the pressing educational challenges and opportunities of the times. Two things are required: first, to replace the mind-as-container metaphor with one that envisions a mind capable of sustaining knowledgeable, intelligent behavior without actually containing stored beliefs; second, to recognize a fundamental difference between knowledge building and learning--both of which are essential parts of education for the knowledge age. Connectionism in cognitive science addresses the first need; certain developments in post-positivist epistemology address the second. The author explores both the theoretical bases and the practical educational implications of this radical change in viewpoint. The book draws on current new ways of thinking about knowledge and mind, including information processing, cognitive psychology, situated cognition, constructivism, social constructivism, and connectionism, but does not adhere strictly to any "camp." Above all, the author is concerned with developing a way of thinking about the mind that can usher education into the knowledge age. This book is intended as a starting point. |
Contents
Knowledge Outside tke Mind | |
The Knowing Mind | |
Aspects of Knowledgeability | |
Learning to Think Differently About Knowledge and Mind | |
Putting Learning in Its Proper Place | |
Subject Matter That Matters | |
Critical Thinking Creativity and Other Virtues | |
Can Education Become a Modern Profession? | |
Why Educational Reform Needs a New Theory of Mind | |
Theoretical Issues | |
References | |
Index Index1 | |
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Common terms and phrases
abstract acquired activity advance approach argue become behavior beliefs Bereiter brain building called chapter classroom cognitive science concepts conceptual artifacts connectionism connectionist constructivism constructivist course creative critical cultural curriculum disciplines discourse discussion E. O. Wilson effort episodic knowledge epistemology experience explain fact feelings folk psychology goals going human idea implicit understanding important impressionistic knowledge improve individual inquiry instance instruction intellectual intelligence involved issue kinds of knowledge knowledge and mind knowledge-building learning mathematics means mental content metaphor Newton’s objects one’s pedagogy people’s phonics pipe wrenches Popper practice problem solving produce progress psychology question reading reason recognize reform relevant rules Scardamalia scientific sense situated cognition social statable knowledge subject matter tacit knowledge talk teachers teaching for understanding theory of mind things thinking skills thought treating trying whole language words