New Philosophies of Learning
New Philosophies of Learning
ISBN: 978-1-405-19564-5 June 2009 Wiley-Blackwell 352 Pages
Preface (Paul Standish).
Part I: Neuroscience, Learner Categories and ICT.
Section 1: Brain-based Learning.
1.1. Introduction (Ruth Cigman and Andrew Davis).
1.2. Philosophical Challenges for Researchers at the Interface between Neuroscience and Education (Paul Howard-Jones).
1.3. Principles of Learning, Implications for Teaching: A Cognitive Neuroscience Perspective (Usha Goswami).
1.4. Exercising Quality Control in Interdisciplinary Education: Toward an
Epistemologically Responsible Approach (Zachary Stein, Michael Connell and Howard Gardner).
1.5. Minds, Brains and Education (David Bakhurst).
1.6. Commentary (Ruth Cigman and Andrew Davis).
Section 2: Learner Categories.
2.1. Introduction (Ruth Cigman and Andrew Davis).
2.2. Ian Hacking, Learner Categories and Human Taxonomies (Andrew Davis).
2.3. Like Alligators Bobbing for Poodles? A Critical Discussion of Education,
ADHD and the Biopsychosocial Perspective (Paul Cooper).
2.4. Does Dyslexia Exist? (Julian G. Elliott and Simon Gibbs).
2.5. Thoughts About the Autism Label: A Parental View (Charlotte Moore).
2.6. Commentary (Ruth Cigman and Andrew Davis).
Section 3: ICT and Learning.
3.1. Introduction (Ruth Cigman and Andrew Davis).
3.2. Technology-Enhanced Learning: A Question of Knowledge (Jan Derry).
3.3. Technology-Enhanced Learning as a Tool for Pedagogical Innovation (Diana Laurillard).
Part II: Learning and Human Flourishing.
Section 4: The Enhancement Agenda.
4.1. Introduction (Ruth Cigman and Andrew Davis).
4.2. Enhancing Children (Ruth Cigman).
4.3. The Long Slide to Happiness (Richard Smith).
4.4. Lessons from a New Science? On Teaching Happiness in Schools (Judith Suissa).
4.5. A Critique of Positive Psychology—or ‘The New Science of Happiness’ (Alistair Miller).
Section 5: Non-Cognitive Intelligences.
5.1. Introduction (Ruth Cigman and Andrew Davis).
5.2. Illusory Intelligences? (John White)
5.3. Emotional Intelligence as Educational Goal: A Case for Caution (Sophie Rietti).
5.4. Commentary (Ruth Cigman and Andrew Davis).
Section 6: Learners, Teachers and Reflection.
6.1. Introduction (Ruth Cigman and Andrew Davis).
6.2. Learning How to Learn: A Critique (Christopher Winch).
6.3. Philosophy with Children, the Stingray and the Educative Value of
Disequilibrium (Karin Saskia Murris).
6.4. From Schools to Learning Environments: The Dark Side of Being
Exceptional (Maarten Simons and Jan Masschelein).
6.5. Commentary (Ruth Cigman and Andrew Davis).
- Explores aspects of some contemporary innovations in approaches to learning, including neuroscience and the focus on learners’ well-being and happiness
- Debates the controversial approaches to categorising learners such as dyslexia
- Raises doubts about the preoccupation with quasi-mathematical scrutiny and the neglect of ethical reflection about education
- Discusses the possible grounds for concern, without exaggerating their similarities or offering sweeping judgements
- Includes contributions from empirical researchers and philosophers, including Usha Goswami, Howard Gardner, Julian Elliott, David Bakhurst, John White and Christopher Winch