The Handbook of Education and Human Development: New Models of Learning, Teaching and Schooling
by Editor: David R. Olson (University of Toronto); Editor: Nancy Torrance (University of Toronto)Format: Paperback
Pub. Date: 1999-01-01
Publisher(s): Wiley
Other versions by this Author
List Price: $64.95
Rent Textbook
Select for Price
New Textbook
We're Sorry
Sold Out
Used Textbook
We're Sorry
Sold Out
eTextbook
We're Sorry
Not Available
How Marketplace Works:
- This item is offered by an independent seller and not shipped from our warehouse
- Item details like edition and cover design may differ from our description; see seller's comments before ordering.
- Sellers much confirm and ship within two business days; otherwise, the order will be cancelled and refunded.
- Marketplace purchases cannot be returned to eCampus.com. Contact the seller directly for inquiries; if no response within two days, contact customer service.
- Additional shipping costs apply to Marketplace purchases. Review shipping costs at checkout.
Summary
The Handbook of Education and Human Development provides a review of advances in our understanding of human development and of their implications for education theory and practice.Child-centered education has been a dominant theme throughout this century, but just what such child-centered education entails has shifted significantly with advances in our understanding of children and their development. This volume sets out three potentially revolutionary changes in our understanding of education and human development. The first is a new understanding of how psychology relates to pedagogy. The second is the possibility that education is in fact what makes culture possible, and the critical relation between culture and education is examined here. The third insight is a new conception of just what it is to know, to learn, and to understand and the role of the traditional subject matter disciplines in the advancement of human understanding.Contributors are all leading international researchers. Each of them has drawn out the theoretical and practical implications of their new understanding in order to provide a volume that will bridge theory and practice in the fields of human development and education.
Table of Contents
| Preface | |
| List of Contributors | |
| Introduction: Rethinking the Role of Psychology in Education | |
| Setting the Stage: How Theories of Human Development Relate to Education | |
| Psychological Foundations of Child-centered Pedagogy | |
| Folk Psychology and Folk Pedagogy | |
| The Age of Innocence Reconsidered: Preserving the Best of the Progressive Traditions in Psychology and Education | |
| A Rereading of Dewey's Art as Experience: Pointers Toward a Theory of Learning | |
| Changing Views of Knowledge and Their Impact on Educational Research and Practice | |
| Rethinking the Historical Role of Psychology in Educational Reform | |
| Pedagogical Perspectives on Human Development | |
| Rethinking the Concept of Learning Disabilities: The Demise of Aptitude/Achievement Discrepancy | |
| Rethinking Readiness for Learning | |
| Language and Literacy Development: Discontinuities and Differences | |
| Accommodating Diversity in Early Literacy Learning | |
| Writing and Learning to Write | |
| Rethinking the Role of Emotions in Education | |
| Biological and Cultural Foundations of Pedagogy | |
| The Very Possibility of Education | |
| Pedagogy and Imitation in Monkeys: Yes, No, or Maybe? | |
| Why Animals Lack Pedagogy and Some Cultures Have More of it Than Others | |
| Humanly Possible: Education and the Scope of the Mind | |
| Acceptable Ignorance, Negotiable Disagreement: Alternative Views of Learning | |
| Cultural Context of Human Development and Education | |
| Cultural Learning and Learning Culture | |
| Models of Teaching and Learning: Participation in a Community of Learners | |
| The Individual-Society Antimony Revisited: Productive Tensions in Theories of Human Development, Communication, and Education | |
| Some Educational Implications of Genre-based Mental Models: The Interpretative Cognition of Text Understanding | |
| Habits of Mind for a Learning Society: Educating for Human Development | |
| Schooling Minds | |
| The Language and Culture of Schooling | |
| Rethinking Learning | |
| The Development of Understanding | |
| The Learner's Experience of Learning | |
| Understanding and Empowering the Child as a Learner | |
| The Language of Mind: Its Role in Teaching and Learning | |
| Coping with Content | |
| Schooling and the Acquisition of Theoretical Knowledge | |
| From Folk Biology to Scientific Biology | |
| Cognitive and Cultural Factors in the Acquisition of Intuitive Biology | |
| What Do 'Just Plain Folk' Know about Physics? | |
| Agreeing to Disagree: Developing Sociable Mathematical Discourse | |
| Conceptualizing the Growth of Historical Understanding | |
| Author Index | |
| Subject Index | |
| Table of Contents provided by Publisher. All Rights Reserved. |
An electronic version of this book is available through VitalSource.
This book is viewable on PC, Mac, iPhone, iPad, iPod Touch, and most smartphones.
By purchasing, you will be able to view this book online, as well as download it, for the chosen number of days.
Digital License
You are licensing a digital product for a set duration. Durations are set forth in the product description, with "Lifetime" typically meaning five (5) years of online access and permanent download to a supported device. All licenses are non-transferable.
More details can be found here.
A downloadable version of this book is available through the eCampus Reader or compatible Adobe readers.
Applications are available on iOS, Android, PC, Mac, and Windows Mobile platforms.
Please view the compatibility matrix prior to purchase.