In Search Of Pedagogy

Jerome Bruner is one of the best-known and most influential psychologists of the twentieth century. His theories about cognitive development dominate psychology around the world today, but it is in the field of education where his influence has been especially felt. In this two volume set, Bruner has selected and assembled his most important writings about education. Volume I spans the twenty years from 1957 to 1978 and Volume II covers 1979 to 2006. Volume I starts with a specially written introduction by Bruner, in which he gives an overview of the 1957-1978 years and contextualises his selection of papers. The articles and chapters then reveal the thinking, the concepts and the empirical research of that time that have made Bruner one of the most respected and cited educational authorities of our time.

Jerome Bruner is one of the best-known and most influential psychologists of the twentieth century. His theories about cognitive development dominate psychology around the world today, but it is in the field of education where his influence has been especially felt. In this two volume set, Bruner has selected and assembled his most important writings about education. Volume I spans the twenty years from 1957 to 1978 and Volume II covers 1979 to 2006. Volume II starts with a specially written introduction by Bruner, in which he gives an overview of the 1979-2006 years and contextualises his selection of papers. The articles and chapters then reveal the thinking, the concepts and the empirical research of that time that have made Bruner one of the most respected and cited educational authorities of our time.

In this two volume set, Bruner has selected and assembled his most important writings about education. Volume 1 spans the 20 years from 1957 to 1978. Volume 2 takes us from 1979 to 2006.

In the World Library of Educationalists, international experts themselves compile career-long collections of what they judge to be their finest pieces - extracts from books, key articles, salient research findings, major theoretical and/practical contributions - so the world can read them in a single manageable volume. Readers will be able to follow themes and strands of their work and see their contribution to the development of a field, as well as the development of the field itself. Jerome S. Bruner is one of the most distinguished and influential psychologists of his generation. His theories about cognitive development dominate psychology around the world today, but it is the field of education that his influence has been especially felt. In this two volume collection, Bruner has selected and assembled his most important writing about education. Volume 1 spans the 20 years from 1957 to 1978. Volume 2 takes us from 1979 to 2006. Each volume starts with a specially written Introduction by Bruner, in which he gives us an overview of his career and contextualizes his selection of papers. The articles and chapters that follow reveal the thinking, the concepts, and the empirical research that have made Bruner one of the most respected and cited educational authorities of our time. Through chapters from his best-selling books, his autobiography, and original journal articles, the reader can follow Bruner's thinking on questions such as, How do human beings presume to educate their young, we, the only species on earth that does so? Do our ways of "educating" conform to what we have been learning about learning during these past centuries? How can we adapt what we know in general about the nature of learning processes to fit modern conditions such as poverty, race discrimination, and urban life? Professor Bruner writes about these matters with the grace and passion for which he has become world famous. He discusses the scientific issues alongside the political, and "administrative" ones, and draws on his research findings and his active participation in projects on improving schooling in America, the UK, and Europe. This two-volume set is the ultimate guide to Jerome Bruner's most important and influential work, and is ideal for students and academics who want to be able to follow the development of his thinking over his incredible 70-year career.

Love is a necessary ingredient of effective pedagogy, yet to this point there has been a distinct lack of serious theoretical and practical work on the topic. What does it really mean to adopt a loving approach to pedagogy? This book provides a pragmatic and thoughtful treatment of the topic of love as pedagogy, examining the use and role of love in teaching and learning, and providing suggestions on how educators can effectively recognise and use love in their work. This text begins with a discussion of what love is, what pedagogy is, and how the two are inseparable in an effective educational context. It then moves on to address ethical considerations. Drawing on discourse on love found in psychology, philosophy, and religion the text examines various aspects of love and their relationship to effective teaching and learning including kindness and empathy, intimacy and bonding, sacrifice and forgiveness, and acceptance and community. This book concludes with a photographic case study of loving pedagogy in action and practical suggestions for educators wishing to adopt the approach. This text is suitable for educators at all levels, especially those in early childhood, elementary, and secondary school settings along with students in education and related programs at universities and colleges. Tim Loreman, PhD., is Professor in the Faculty of Education at Concordia University College of Alberta, Canada.

This book brings together a diverse range of researchers to profile new pedagogical developments in teaching and learning. This includes pedagogies in the fields of mathematics and science education, literacy, computer supported learning, and specialist fields such as special education, indigenous education, music education and the learning processes and relationships that are evident in many of these fields. The emphasis in this book is on chapters that have a strong evidence-base for the work that is presented. While some will argue that the different fields have their own specific pedagogies, often referred to as pedagogical content knowledge (PCK) (Schulman, 1986), research also indicates that there are many pedagogies that are applicable across different disciplines. Teachers and educators need to be cognisant of how different pedagogies can be applied or used creatively in their own disciplines to promote understanding and learning.