Perspectives on learning
Author(s)
Bibliographic Information
Perspectives on learning
(Thinking about education series)
Teachers College Press, c1991
2nd ed
Available at 4 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical references and index
Description and Table of Contents
Description
Rather than simply outlining the classical and modern theories of learning, the authors of this aim to work bring the material to life through case studies that engage students in debate about what really happens in classrooms. This expanded and revised edition allows students to test the strengths and weaknesses of various learning theories, helping them to formulate their own philosophies of teaching. Among the concepts that this edition explains are: the Platonic theory of learning - the logic of innate ideas and concepts; the competing empiricist, "blank slate", theory developed by John Locke; the basic features of behaviourism and operant conditioning; the "insight" learning theory of the Gestalters; John Dewey's theory that learning is an experientially active affair; a new chapter on the importance of social interaction and the work of Vygotsky; Piaget's biological model of the development of cognitive structures; and the emerging "cognitive science" approach, comparing the human mind with the computer and artificial intelligence.
The power of this text lies in its insistence that pre- and in-service teachers need to understand the problematic nature of learning theory and continually question and develop their own "perspectives on learning".
by "Nielsen BookData"