The Informed Vision: Essays on Learning and Human NatureAlgora Publishing, 2002 - 242 pagini An education classic is back in print. 15 essays on how children learn. David Hawkins led a long and respected career as an educator and as a scholar of how we learn. Educators, and all who are concerned with schools and the relationships between teachers and children. |
Cuprins
| 1 | |
| 19 | |
| 41 | |
I Thou and It | 51 |
Messing About in Science | 65 |
The Bird in the Window | 77 |
Two Essays on Mathematics Teaching | 99 |
Development as Education | 131 |
On Environmental Education | 147 |
John Dewey Revisited | 159 |
On Living in Trees | 171 |
On Understanding the Under standing of Children | 193 |
Human Nature and the Scope of Education | 205 |
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Termeni și expresii frecvente
ability grouping abstraction active adult Archimedes argument assimilation behavior believe called capacity cattails child childhood choice classroom Colin Turnbull common comparative method computation concept concerned concrete context course Cuisenaire rods culture curriculum define descriptive metaphysics Dewey’s discipline domain elementary environment eolithic essay essential evolved example experience exploration fact formal freedom function human ideas Immanuel Kant implies important individual intellectual interest involved Ivan Illich Jean Piaget Jerrold Zacharias John Dewey John von Neumann Kant kind knowledge learner learning logical materials mathematician mathematics maze means mind nature operation organization pattern pendulum persons philosopher physical Piaget Plato postulate practical principle problems question relevant role schema scientific sense significant situation skill social sort structure style subject matter subject-matter suggest talk teacher teaching theoretical theory things thought tradition tree understanding University
Pasaje populare
Pagina 55 - That no man is the lord of anything, (Though in and of him there is much consisting,) Till he communicate his parts to others: Nor doth he of himself know them for aught Till he behold them form'd in the applause Where they are extended...
Pagina 67 - Nice? It's the only thing,' said the Water Rat solemnly, as he leant forward for his stroke. 'Believe me, my young friend, there is nothing — absolutely nothing — half so much worth doing as simply messing about in boats. Simply messing,' he went on dreamily: 'messing — about — in — boats; messing —
Pagina 71 - ... the cultivation of earlier ways of learning, therefore; to find in school the good beginnings, the liberating involvements that will make the kindergarten seem a garden to the child and not a dry and frightening desert, this is a need that requires much emphasis on the style of work I have called O, or "Messing About." Nor does the garden in this sense end with a child's first school year, or his tenth, as though one could then put away childish things. As time goes on, through a good mixture...
Pagina 54 - A strange fellow here Writes me that man - how dearly ever parted, How much in having, or without or in Cannot make boast to have that which he hath, Nor feels not what he owes, but by reflection...
Pagina 20 - The materialist doctrine that men are products of circumstances and upbringing, and that, therefore, changed men are products of other circumstances and changed upbringing, forgets that it is men who change circumstances and that it is essential to educate the educator himself.
Pagina 64 - Well, you see, in the transfer of energy from one pendulum to the other there is . . ." and so on and so on. And she said "No, I don't mean that. I want you to notice this and tell me what's happening." Finally he looked at the pendulums and he saw what she was asking. He looked at it, and he looked at her, and he grinned and said, "Well, I know the right words but I don't understand it either.
Pagina 59 - It" in the room; and for the child even this brings the teacher as a person, a "Thou," into the picture. For the child this is not merely something which is fun to play with, which is exciting and colorful and has associations with many other sorts of things in his experience: it's also a basis for communication with the teacher on a ne w level, and with a new dignity.
Pagina 60 - Thou — in a vacuum. It's traumatic, and I think we all know what it feels like. I came to realize (I learned with a good teacher) that one of the very important factors in this kind of situation is that there be some third thing which is of interest to the child and to the adult, in which they can join in outward projection. Only this creates a possible stable bond of communication, of shared concern. My most self-conscious experience of this kind...
Pagina 73 - ability grouping" is a popular answer today, but it is no answer at all to the real questions of motivation. Groups which are lumped as equivalent with respect to the usual measures are just as diverse in their tastes and spontaneous interests as unstratified groups! The complaint that in heterogeneous classes the bright ones are likely to be bored because things go too slow for them ought to be met with another question : Does that mean that the slower students are not bored? When children have...
Pagina 9 - His most spontaneous outbursts, if expressive, are not overflows of momentary internal pressures. The spontaneous in art is complete absorption in subject matter that is fresh, the freshness of which holds and sustains emotion.
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In Dialogue with Reggio Emilia: Listening, Researching and Learning Carlina Rinaldi Nu există previzualizare disponibilă - 2006 |