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Educational Psychology Reader

The Art and Science of How People Learn - Revised Edition

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Edited By Greg S. Goodman

The revised edition of Educational Psychology Reader: The Art and Science of How People Learn presents an exciting amalgam of educational psychology’s research-based reflections framed in twenty-first century critical educational psychology. As a discipline, educational psychology is reinventing itself from its early and almost exclusive identification with psychometrics and taxonomy-styled classifications to a dynamic and multicultural collage of conversations concerning language acquisition, socially mediated learning, diverse learning modalities, motivation, the affective domain, brain-based learning, the role of ecology in increasing achievement, and many other complementary dimensions of how people learn. Many polymaths of the discipline are included in this volume, providing daunting evidence of the range and intellectual rigor of educational psychology at this historical juncture. Featuring a collection of renowned international authors, this text will appeal to scholars across the globe. The Educational Psychology Reader is an ideal choice as either the primary or supplemental text for both undergraduate and graduate level educational psychology courses.
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21. Momentous Historical Events as Incentives to Explore History Making

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CHAPTER TWENTY -ONE

Momentous Historical Events as Incentives to Explore History Making

Evangelia Moula



INTRODUCTION

This chapter will present a project that was implemented in an extracurricular Greek syllabus called innovative school activities (ISA). ISA covers a wide range of subjects around three major axes (environmental, cultural, and health education) that are practiced for two hours weekly by both teacher and students. This means that learning is recontextualized into a more ample and restriction-free area (Bernstein, 1996) that opens up new possibilities for learning by being rid of the curriculum’s obligatory content-centred burden. Our cultural education project’s focus is to promote critical historical thinking and media literacy while studying a global historical event.

The event chosen by the students was the 9/11 attack in World Trade Center.

The outmost goal of our project was not to unravel and narrativize the series of the preexisting facts of the specific historical event, but to resist the totalizing impulse of traditional historiography in order to open up spaces for alternative voices or readings from within. Students were asked to act like historians and to function as detectives engaged in solving a puzzle. They were not expected to reach a unanimous final conclusion, but to get rid of the binary thought that usually dominates our historical understanding and realize that the search for truth is a constant struggle. In the meanwhile by researching they acquired a rounded...

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