The Art and Science of How People Learn - Revised Edition
Edited By Greg S. Goodman
This book takes educational psychology out of the hands of scholarship that examines how people learn as individuals and places it squarely in the palms of lived realities of today’s children and adolescents, arguing that learning is social as well as cognitive, and that learning has social consequences. All of the authors in this book ask readers to consider that what students learn is as important as how they learn it. To this end, the book seeks to engage readers in a dialogue about social justice and the need to engage in school experiences where students pose critical questions about the curriculum, expose its vested interests and hidden agendas, and ultimately, become agents of change.
Much of the early work in educational psychology viewed learning as something that happens entirely inside the head of learners, which eschews the role of social interaction learners have with the environment and thus avoids dealing with critical issues that impact students. From its beginning, educational psychology focused its attention on social, moral, and cognitive development, with an eye toward the creation of theoretical ideas that could be applied to educational settings, such as schools and classrooms. Teacher education programs, in particular, have relied on the seminal work of Piaget, Bandura, and Bloom, among others, to help students become acquainted with theoretical principles that underlie the strategies, lessons, and classroom management processes they will be expected to learn and use in teaching. While many of...
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