04173nam 22006371 450 991046338420332120120313113021.01-4725-4119-71-4411-4757-810.5040/9781472541192(CKB)3230000000213941(OCoLC)880457496(CaPaEBR)ebrary10867312(SSID)ssj0001196944(PQKBManifestationID)12510873(PQKBTitleCode)TC0001196944(PQKBWorkID)11177362(PQKB)10534003(MiAaPQ)EBC1748279(Au-PeEL)EBL1748279(CaPaEBR)ebr10867312(CaONFJC)MIL615715(OCoLC)893331099(OCoLC)944225662(UtOrBLW)bpp09256832(EXLCZ)99323000000021394120140929d2011 uy 0engurcnu||||||||txtccrLearning, teaching, and education research in the 21st century an evolutionary analysis of the role of teachers /Joanna SwannNew York, NY :Continuum International Pub. Group,2011.1 online resource (282 p.) Bibliographic Level Mode of Issuance: Monograph1-4411-6317-4 1-4411-6126-0 Includes bibliographical references and index.Acknowledgements -- 1. The Purpose of this Book -- Part I: Learning -- 2. The Challenge of an Evolutionary Analysis of Learning -- 3. What Happens When We Learn -- 4. Addressing Some Problematic Ideas About Learning -- Part II: Encouraging Learning -- 5. What Promotes and What Inhibits Learning -- 6. Against the Intensive Use of Prescribed Curricula with Children and Adolescents -- 7. Developing Student-Initiated Curricula -- Part III: Developing Teaching -- 8. Research and the Development of Teaching -- 9. Developing a Popperian Science of School Teaching -- 10. Improving Our Practices as Teachers -- 11. Teaching for a Better World -- References -- Index.The purpose of this book -- The challenge of an evolutionary analysis of learning -- What happens when we learn -- Addressing some problematic ideas about learning -- What promotes and what inhibits learning -- Against the intensive use of prescribed curricula with children and adolescents -- Developing student-initiated curricula -- Research and the development of teaching -- Developing a Popperian science of school teaching -- Improving our practices as teachers -- Teaching for a better world."Learning, Teaching and Education Research in the 21st Century draws on Karl Popper's evolutionary epistemology and challenges widespread assumptions about learning, teaching and research that are embedded in the practices of many teachers and in the design of most education institutions worldwide. Joanna Swann argues that to promote the growth of learning we need to encourage children and adolescents to exercise and develop creativity and criticality, and that we need to provide and maintain environments in which they can safely engage in self-initiated and self-directed exploratory activity. In accessible and engaging language, the author presents philosophical arguments that support the defence and development of non-authoritarian approaches to learning and teaching that can be used by individuals and groups working in or outside state-funded schools. In particular, she provides tried-and-tested guidelines for student-initiated curricula and a problem-based methodology for professional development and action research."--Bloomsbury Publishing.LearningPhilosophyTeachingPhilosophyMoral & social purpose of educationElectronic books.LearningPhilosophy.TeachingPhilosophy.370.1Swann Joanna855998UtOrBLWUtOrBLWBOOK9910463384203321Learning, teaching, and education research in the 21st century1911109UNINA