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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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27. Envisioning the Environment as the Third Teacher: Moving Theory into Practice

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CHAPTER TWENTY-SEVEN

Envisioning the Environment as the Third Teacher

Moving Theory into Practice

Sheryl Smith-Gilman, Teresa Strong-Wilson, & Julia Ellis



If we live in a space and respond to it, little by little, fashioning each part of it into more of what we need and what is pleasing to us, then things continue to grow. We make a change; then the change alters the way we do things and new possibilities emerge. We are inspired to make another change, and so it goes. This is the way of an alive environment. (Cadwell, 2003, p. 107)

How is it that what Hannah Arendt calls “the thing character of the world” marks the place from which we begin life and potentially where we also see its end coming? We come to understand who we are in the world from the places that we make; the places that we inhabit; the places to which we are denied access; the places that we find in which to wander freely. Places are not abstract entities but are visceral and real. This does not mean that they are only physical. Rather, or more accurately at the same time, they are also imagined, as in the child whose hand twists away from Louise Cadwell’s own, gesturing: “I need space. I have to see and feel this place in my own way. Let me go” (Cadwell, 2003, p. 102). Let me go. The...

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