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008 090105s2009 enka b 001 0 eng d
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015 _aGBA910339
_2bnb
020 _a9781405195645 (pbk.) :
_c¹19.99
040 _aUCA-CCE
_cUCA
245 0 0 _aNew philosophies of learning /
_cedited by Ruth Cigman, Andrew Davis.
260 _aOxford :
_bWiley-Blackwell,
_c2009.
300 _axii, 338 p. :
_bill. ;
_c23 cm.
490 0 _aJournal of philosophy of education
500 _a"Originally published as volume 42, isues 3 & 4 of The Journal of Philosophy of Education"--T.p. verso.
504 _aIncludes bibliographical references and index.
505 1 _aNotes on Contributors. 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). Index.
650 0 4 _aEducación
_xFilosofía
_910636
650 0 4 _aPsicología del aprendizaje
_910657
650 0 4 _aConocimiento
_96311
700 1 _aCigman, Ruth,
_d1951-
_9341578
700 1 _aDavis, Andrew,
_d1948-
_9341579
730 0 _aJournal of philosophy of education.
_9341580
830 0 _aJournal of philosophy of education
_9341580
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