Discontinuity in Learning: Dewey, Herbart and Education as Transformation Andrea R. English » holypet.ru

"Discontinuity in learning" is a successful translation of current thought in the German-speaking world regarding the experience of learning, which opens our understanding of learning to include moments of fragility and insecurity. In particular, this book provides insights into learning that the "learning sciences. Jun 26, 2014 · In this groundbreaking book, Andrea English challenges common assumptions by arguing that discontinuous experiences, such as uncertainty and struggle, are essential to the learning process. To make this argument, Dr. English draws from the works of two seminal thinkers in philosophy of education - nineteenth-century German philosopher J. F. Herbart and American Pragmatist John Dewey. In this groundbreaking book, Andrea English challenges common assumptions by arguing that discontinuous experiences, such as uncertainty and struggle, are essential to the learning process. To make this argument, Dr English draws from the works of two seminal thinkers in philosophy of education - nineteenth-century German philosopher J. F. Herbart and American pragmatist John Dewey.

Request PDF Discontinuity in Learning: Dewey, Herbart and Education as Transformation In this groundbreaking book, Andrea English challenges common assumptions by arguing that discontinuous. "In this groundbreaking book, Andrea R. English challenges common assumptions by arguing that discontinuous experiences, such as uncertainty and struggle, are essential to the learning process.

Abstract: In this groundbreaking book, Andrea English challenges common assumptions by arguing that discontinuous experiences, such as uncertainty and struggle, are essential to the learning process. To make this argument, Dr English draws from the works of two seminal thinkers in philosophy of education - nineteenth-century German philosopher J. F. Herbart and American pragmatist John Dewey. Discontinuity in Learning: Dewey, Herbart, and Education as Transformation addresses this gap. In this book, I argue that both Herbart and Dewey provide answers to the question concerning the structure of learning. Their works on education demonstrate the central educational meaning of discontinuity in learning and, in turn, in teaching processes. 978-1-107-02521-9 - Discontinuity in Learning: Dewey, Herbart, and Education as Transformation Andrea R. English. Herbart, and Education as Transformation Andrea R. English Excerpt More information. achieved through heteronomy, or, put another way, an individual’s ability to mediate thought and action with reason and judgment is made. Sep 18, 2013 · The more exercises, the more smoothly learning will proceed” Stigler & Hiebert 1999, p. 90. 2. They summarize the Japanese belief about learning as follows: “One can infer that Japanese teachers believe students learn best by first struggling to solve mathematics problems, then participating in discussion about how to solve them. Sep 18, 2013 · Stud Philos Educ 2014 33:451–458 DOI 10.1007/s11217-013-9377-0 Review of Andrea R. English, Discontinuity in Learning: Dewey, Herbart, and Education as Transformation Cambridge University Press, 2013 Avi I. Mintz Published online: 18 September 2013 Springer ScienceBusiness Media Dordrecht 2013 In their influential book, The Child Centered School, Harold.

Andrea R. English’s Discontinuity in Learning re-links the work of Johann Friedrich Herbart with that of John Dewey. Dewey criticized Herbart’s work, causing, English argues, future critics to separate Dewey’s thought from its European predecessors xx.

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