Häftad, Engelska, 2020

Education for Knowing

Theories of Knowledge for Effective Student Building

Av Paul A. Wagner, Frank K. Fair

444 kr

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Beskrivning

If our goal is Education for Knowing, as the title says, then we need to be guided by a conception of what knowing is. For example, we can all agree that there are “math facts” that students need to learn, and we can agree that there are general concepts and laws that students should be acquainted with. But is there more involved, perhaps something like nurturing in students a desire to probe deeper into the workings of thing? Or developing a capacity to explain why things work the way they do? Our conceptions of what genuine knowing is serve as guides to what we think the goal of education is, and they tell us how to “build a student.” However, as it turns out, there are multiple conceptions of what knowing truly involves, and these conceptions tend to be different for different sets of education stakeholders such as parents and their children, school administrators, and educational researchers. Understanding this diversity of conceptions of knowing will make it easier for representatives of the different stakeholder groups to work together to accomplish the goal of building knowing students.

Produktinformation

Utgivningsdatum: 2020-10-30
Mått: 154 x 220 x 14 mm
Vikt: 290 g
Format: Häftad
Språk: Engelska
Antal sidor: 188
Förlag: Bloomsbury Publishing Plc
ISBN: 9781475848144

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Mer om författaren

Paul A. Wagner, PhD, is the author of over 130 publications including nine books. He is chair of the Department of Leadership and Policy Analysis at the University of Houston.Frank K. Fair, PhD, has a number of publications in a variety of academic journals, co-authored two books on innovation, quality management, and team creativity in business. Two other recent publications especially relevant describe the successful replication of empirical experiments on the effects of the Socrates in the Schools program.

Recensioner i media

Paul Wagner and Frank Fair ask readers to consider what is involved in engaging in an idealistic quest they call The Great Conversation of Humankind. They see schools as the constructed but necessary arenas for what they call student building, and part of that work is learning about domains of knowledge and engaging with them in a community of inquiry. Wagner and Fair draw upon philosophical texts and years of educational practice to make their case for student building, a vibrant metaphor for teaching and learning that captures the hope and energy of this text. I will use it in graduate classes.

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