The achievement of intentional learning is a powerful paradigm for the objectives and methods of the teaching of philosophy. This paradigm sees the objectives and methods of such teaching as based not simply on the mastery of content, but as rooted in attempts to shape the various affective and cognitive factors that influence students’ learning efforts. The goal of such pedagogy is to foster an intentional learning orientation, one characterized by self-awareness, active monitoring of the learning process, and a desire (...) for publicly certified expertise. I provide a number of examples of philosophy-specific teaching strategies that follow this paradigm. (shrink)

It specifically addressesWhat constitutes a context for learning?How do we engage the full resources of learners for learning?What are the relationships between ...

This accessible guide gives a clear introduction to MI and provides concrete examples of how you can use it in your teaching.

This book focuses on the mind and its ability to seek answers to unknown or unanswered questions. The theory of educating provides the grounding for using V diagrams by students, educators, researchers, and parents. Teachers make lesson plans using V diagrams and concept maps. They become expert coaches in guiding student performances. Students learn to construct their own knowledge. They change from question-answerers to question-askers. Parents share meaning with their children and their children's teachers and administrators. Administrators monitor programs and (...) are in touch with all participants in schools and universities. Researchers and evaluators can share records of events and facts. With this theory working in the classrooms and laboratories of many practical places of educating plus extending into the world of technology literacy, The Art of Educating with V Diagrams explains how educating works. (shrink)

In this definitive collection of today's most influential learning theorists, sixteen world-renowned experts present their understanding of what learning is and ...

This paper argues that learning is inherently violent. It examines the way in which Heidegger uses – and refrains from using – the concept in his account of Dasein. Heidegger explicitly discussed “learning” in 1951 and he used of the word in several contexts. Although he confines his use of “learning” to the ontic side of the ontic-ontological divide, there are aspects of what he says that open the door to an ontological analogue of the ontic learning. In this discussion (...) it emerges that what precludes “learning” behaving as does “willing”, “waiting” and “thanking”, is something that derives from the relatedness of Dasein. The paper finally examines violence within the disclosure of truth. The approach to the investigation is experimental and is to some extent modeled on Heidegger‟s own later enquires. (shrink)

Course designers adopted a language-learners approach to the online teaching of New Zealand secondary school students in the subject of astronomy. This was possible because the curriculum for astronomy that was in 2004 established as a part of New Zealand's national curriculum was specifically designed to engage underachieving students in science and technology. A criterion-referenced assessment regime was established and an Internet platform was built specifically to facilitate this form of assessment. This platform contrasts with the norm-referenced assessment programmes that (...) are most frequently used with online instruction. In this situation - where the essential task is to reward students for learning basic vocabulary and to motivate them to further study - the theory of psychologist William James assisted the teachers to develop their online pedagogy. The article concludes with a comparison of the advantages and disadvantages of using the Internet to deliver science courses to secondary school students. (shrink)

Learning is a changing phenomenon, depending on the advances in theory and research. This book presents a relatively new approach to learning, based on meaningful human activities in cultural practices and in collaboration with others. It draws extensively from the ideas of Lev Vygotsky and his recent followers. The book presents ideas that elaborate this learning theory and also gives recent developments and applications of this approach in a variety of educational situations in and outside of school. A core issue (...) in the research presented in this book consists of the way people learn to make sense of and give meaning to cultural instruments and practices in collaboration with others. (shrink)

Christopher Winch launches a vigorous Wittgensteinian attack on both the "romantic" Rousseauian and the "scientific" cognitivist traditions in learning theory. These two schools, he argues, are more closely related than is commonly realized.