New Philosophies of Learning

Front Cover
Ruth Cigman, Andrew Davis
John Wiley & Sons, Jun 15, 2009 - Education - 352 pages
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
 

Selected pages

Contents

Perspective
26
Epistemologically Responsible Approach
44
David Bakhurst
57
Ruth Cigman and Andrew Davis
75
ADHD and the Biopsychosocial Perspective
98
Julian G Elliott and Simon Gibbs
115
Charlotte Moore
131
Jan Derry
142
Richard Smith
191
Judith Suissa
205
Alistair Miller
221
Ruth Cigman and Andrew Davis
239
Sophie Rietti
260
Ruth Cigman and Andrew Davis
273
Disequilibrium
293
Exceptional
311

Diana Laurillard
156
The Enhancement Agenda
171
Ruth Cigman and Andrew Davis
328
Copyright

Common terms and phrases

ability achieve activity ADHD ANDREW DAVIS argue argument autism Bakha basic viewpoints behaviour biological brain Cambridge capacity causal challenges child Cigman claim classroom cognitive neuroscience complex concept context criteria cultural Dearing Report developmental difficulties disability disorders dyscalculia dyslexia dyslexic emotional intelligence empirical enhancement agenda environmental epistemological example experience explanation feel function Gardner genetic goal Goleman happiness human idea Ilyenkov important individual interactive interdisciplinary intervention involved issues kind knowledge language Layard learned helplessness learner categories learning environments levels of analysis literacy London mathematical meaning mental mind moral nature neural neuroscientists normative one’s particular pedagogy person perspective Philosophy Philosophy for Children Philosophy of Education positive psychology practice problems pupils questions reading reasons relevant response scientific self-esteem sense skills social specific structures suggest teachers theory thinking TLRP tradition understanding University Press virtues Wellington College

About the author (2009)

Ruth Cigman did her PhD in Philosophy of Music at Cambridge University, and has taught philosophy for many years in the US and the UK. She is currently Ethics Lead at the Academic Centre for Medical Education, University College London, and Senior Research Fellow in Philosophy of Education at the Institute of Education University of London.

Andrew Davis’s career includes eight years in primary schools, six at Cambridge University and over eighteen at Durham University where he is a Research Fellow. He has worked for the Quality Assurance Agency as a Subject Specialist Reviewer and directed Argument Matters, a strand of the National Academy for Gifted and Talented Youth Durham summer school for four years.
Ruth Cigman and Andrew Davis are Joint-Managing Editors of the Impact series on educational policy, published by the Philosophy of Education Society of Great Britain.

Bibliographic information

TitleNew Philosophies of Learning
Volume 2 of Journal of Philosophy of Education
EditorsRuth Cigman, Andrew Davis
Editionillustrated
PublisherJohn Wiley & Sons, 2009
ISBN1405195649, 9781405195645
Length352 pages
Subjects › 

Education / Philosophy, Theory & Social Aspects
Philosophy / General
  
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