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And what do you mean by learning?

Author: Seymour Bernard Sarason
Publisher: Portsmouth, NH : Heinemann, ©2004.
Edition/Format:   Print book : EnglishView all editions and formats
Summary:
"One of America's original thinkers about public education, Seymour Sarason poses the crucial question for all educators - "What do you mean by learning?" "Learning" is the word most used in educational literature and yet educators have great difficulty in defining it. Sarason demonstrates that the lack of clarity about the concept of learning is at the root of the disappointments of educational reform, the  Read more...
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Additional Physical Format: Online version:
Sarason, Seymour Bernard, 1919-2010.
And what do you mean by learning?
Portsmouth, NH : Heinemann, ©2004
(OCoLC)607426230
Online version:
Sarason, Seymour Bernard, 1919-2010.
And what do you mean by learning?
Portsmouth, NH : Heinemann, ©2004
(OCoLC)632044206
Material Type: Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Seymour Bernard Sarason
ISBN: 0325006393 9780325006390
OCLC Number: 53099038
Description: xi, 203 pages ; 23 cm
Contents: The major themes --
Words and things --
Infant and parental learning --
Parent as teachers --
Home and school contexts of learning --
What do we mean by critical thinking? --
Practical versus impractical --
Creativity and classrooms --
The disconnect between administrators and classroom learning --
What do administrators know about contexts of learning? --
What is missing in a voucher policy --
What can people become? --
Postscript. Mr. Rogers' neighborhood.
Responsibility: Seymour B. Sarason.
More information:

Abstract:

"One of America's original thinkers about public education, Seymour Sarason poses the crucial question for all educators - "What do you mean by learning?" "Learning" is the word most used in educational literature and yet educators have great difficulty in defining it. Sarason demonstrates that the lack of clarity about the concept of learning is at the root of the disappointments of educational reform, the inadequacies of preparatory programs, and proclamations of policy. He takes a look at another question as well: Why are the principles of learning implied by what parents of preschoolers say and do so different from the principles educators employ? And he goes a step further when he asks: Why is it that no one, educators or otherwise, has ever said that schools are places where teachers learn?" "Central to Sarason's questions on all fronts is the distinction between the contexts of productive and unproductive learning, the latter being far more frequent than the former. Unlike the words "sticks" and "stones", "learning" is not concrete, visible, palpable. Learning is a process that takes place in a social context involving and intertwining motivation and attitudes, cognitive and emotional responses, no one of which is ever zero in strength. Recognizing this has enormous implications for pedagogy, school administration, and educational policy. Sarason discusses these implications by use of concrete examples familiar to any reader." "And What Do You Mean by Learning? is not about theory - it's a warning. It alerts readers to how glossing over what they mean by learning effectively stymies any educational reform. Educators' stock-in-trade is learning. Only when they become aware of what learning encompasses and the contexts in which it occurs can we have a starting point for real education."--Jacket.

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