Perspectives on Learning

Perspectives on Learning

3.38 (59 ratings by Goodreads)
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Description

Rather than simply outlining the classical and modern theories of learning, this widely adopted text brings the material to life through case studies that engage students in debates about what really happens in classrooms. Students are encouraged to test the strengths and weaknesses of each theory so that, ultimately, they will learn to formulate their own philosophies of teaching and learning.
The new Fifth Edition of Perspectives on Learning features:



A discussion of common sense and learning theories.
A new chapter on Transfer of Learning.
Consideration of recent developments in brain science.
A thoroughly updated list of Recommendations for Further Reading.


Perspectives on Learning is one of the five books in the highly regarded Teachers College Press Thinking About Education Series, now in its Fifth Edition. All of the books in this series are designed to help pre- and in-service teachers bridge the gap between theory and practice.

Table of Contents:



Acknowledgements
A Note to the Instructor
Chapter 1
INTRODUCTION
Learning
The Teacher's Responsibility
The Variety of Theories
An Objection: We Don't Need Theories, Just Common Sense
The Plan of the Book
Chapter 2
CLASSICAL THEORIES
Plato's Theory of Learning
Case One
The Lockean Atomistic Model
Case 2
A Critique
Case Three
Chapter 3
BEHAVIORISM
Classical Conditioning
Operant Conditioning
Case One
B. F. Skinner
Strengths and Weaknesses
Case Two
Chapter 4
PROBLEM SOLVING, INSIGHT, AND ACTIVITY
The Gestalt Approach
Case One
The Inquiring Organism
The Mind of the Learner
Chapter 5
PIAGETIAN STRUCTURES AND PSYCHOLOGICAL CONSTRUCTIVISM
Development of Cognitive Structures
The Principles of Construction
Case One
Some Critical Issues
Guidelines for Educators
Constructivist Approaches to Learning After Piaget
Chapter 6
SOCIAL ASPECTS OF LEARNING
Social Influences on the "Piagetian Child"
John Dewey
Case One
Vygotsky and Others
Case Two
Case Three
Situated Cognition and Legitimate Peripheral Participation in Communities of Practice
Culture and Learning
Chapter 7
COGNITIVE STRUCTURES AND DISCIPLINARY STRUCTURES
Maps and Organizers
An Exercise
The Structure of Disciplines
Bruner, Schwab, and Hirst
An Evaluation
Chapter 8
TRANSFER OF LEARNING
Case One
Related Notions: Mental and Formal Discipline
Case Two
Further Clarification and Examples
Case Three
Case Four: An Early Empirical Study
Where Do We Stand Today
Chapter 9
THE COGNITIVE SCIENCE APPROACH
Models: Pros and Cons
The Heuristic Value for Researchers
The Heuristic Value for Teachers
Some Deficiencies of the Computer Model
Understanding, Meaning, and the "Chinese Room"
An Exercise
Case One: Benny's Mathematics
Plato and the Mind
Chapter 10
ARGUMENTS AND ISSUES
The Relation of Learning Theory to Teaching
Different Kinds of Learning?
A Starting Place for Learning
Learning and Behavior Change
The Scientific Status of Gestalt and Behaviorist Theories
Different Teaching-Learning Strategies
Teaching, Learning, and Stages of Development
Learning to Read
Learning Facts and Structures
Learning Responsibility
Learning Theory and Artificial Intelligence
Learning to Balance Chemical Equations
The Evaluation of Verbal and Skill Learning
Learning the Meaning of Adding
Learning Shakespeare
Culture and Learning
Individualized Learning
A Problem with Multiple Theories of Learning
References, Notes, and Further Reading
Annotated Bibliography
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Product details

  • Paperback | 144 pages
  • 154.94 x 223.52 x 10.16mm | 204.12g
  • New York, United States
  • English
  • Fifth Edition
  • 0807749834
  • 9780807749838
  • 181,524

Review quote

"A well-written and readable book. Phillips and Soltis should be commended for bringing together these various perspectives on learning that can be used by both pre-service and in-service teachers. The case studies presented help illustrate the theories and should facilitate active class discussions."

-The Professional Educator
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About D. C. Phillips

D. C. Phillips is Professor of Education and Philosophy Emeritus, School of Education at Stanford University.

Jonas F. Soltis is William Heard Kilpatrick Professor Emeritus of Philosophy and Education at Teachers College, Columbia University.
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Rating details

59 ratings
3.38 out of 5 stars
5 15% (9)
4 29% (17)
3 37% (22)
2 17% (10)
1 2% (1)
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