Guy Claxton – författare

An enthralling exploration that upends the prevailing view of consciousness and demonstrates how intelligence is literally embedded in the palms of our handsIf you think that intelligence emanates from the mind and that reasoning necessitates the suppression of emotion, you’d better think again—or rather not “think” at all. In his provocative new book, Guy Claxton draws on the latest findings in neuroscience and psychology to reveal how our bodies—long dismissed as mere conveyances—actually constitute the core of our intelligent life. From the endocrinal means by which our organs communicate to the instantaneous decision-making prompted by external phenomena, our bodies are able to perform intelligent computations that we either overlook or wrongly attribute to our brains.  Embodied intelligence is one of the most exciting areas in contemporary philosophy and neuropsychology, and Claxton shows how the privilege given to cerebral thinking has taken a toll on modern society, resulting in too much screen time, the diminishment of skilled craftsmanship, and an overvaluing of white-collar over blue-collar labor. Discussing techniques that will help us reconnect with our bodies, Claxton shows how an appreciation of the body’s intelligence will enrich all our lives.

Much of the time, experienced professionals in both education and other fields cannot explain what they are doing, or tell you what they know; and students cannot articulate their learning. Yet professional development and practice are often discussed as if conscious understanding and deliberation are of the essence. The Intuitive Practitioner tackles this apparent paradox head on, and explores the dynamic relationship between reason and intuition in the context of professional practice. Focusing mainly on the professional world of the teacher, but with illustrative discussions of medical and business practice, the contributors delicately unpick the vexed and neglected nature of intuition, and demonstrate the vital role it plays in the development of professional judgement and expertise.

"New Kinds of Smart is an intelligent book about intelligence, the many things that go into it, and how educators can help students to get more of the cornucopia."Professor David Perkins, Harvard University, USA

"This is an important and welcome book. It cuts through the hype about what the latest findings from cognitive neuroscience can, and more important, cannot tell us, and provides a comprehensive overview of what we know about learning."Professor Dylan Wiliam, Institute of Education, University of London

"This immensely readable book explains the developments of learning theory and then applies those developments to classroom practice and takes that next vital step of explaining what that means for a learner."Professor Mick Waters, Chairman of The Curriculum Foundation

20th Century schools presumed that students' intelligence was largely fixed. 21st century science says that intelligence is expandable - and in a variety of ways. New Kinds of Smart argues that this shift in the way we think about young minds opens up hitherto unexplored possibilities for education.

For the first time ever, New Kinds of Smart brings together all the main strands of research about intelligence in one book and explains these new ideas to practising teachers and educators. Each chapter presents practical examples, tools and templates so that each new strand of thinking can be woven into their work as teachers and into their lives as learners.

Topics covered include:

Composite intelligence Distributed intelligence Expandable intelligence Social intelligence Practical intelligence Strategic intelligence Intuitive intelligence Ethical intelligence

Teachers from schools across the world believe that there is more to education than success in examinations. Many practitioners are becoming increasingly familiar with expansive education concepts such as learning dispositions, habits of mind, and expandable intelligence, and are striving to instill these valuable mind-sets into their pupils. In this groundbreaking and visionary book, acclaimed authors Lucas, Claxton and Spencer define, consolidate and reinforce this revolutionary shift.

Expansive Education: Teaching learners for the real world showcases a growing number of schools that are developing methods of teaching and learning that deliberately cultivate powerful learners. Drawing on established theory as well as current research and practice, this essential resource encapsulates the best of these approaches, and demonstrates discernible links to achievement gains and learner engagement.

Expansive Education offers:

Radical thinking about the purpose of schools, underpinned by latest literature from the learning sciencesA critical exploration of what works in practice and an analysis of pioneering concepts that support dispositional approaches to learningA scaffolding framework that assists teachers in consistently choosing those methods most likely to create expansive learning environmentsA powerful manifesto for individual schools, clusters of schools, districts and national systems to articulate a different vision of education and a means of tracking real progress.

The unconscious has had a long and chequered history. For at least the last 4,000 years, societies have concocted comforting fables in the face of the recurrent puzzles of human existence - death, dreaming, madness, possession, inspiration - that invariably rely on some notion of the unconscious. Supernatural 'fairy stories' need some internal proxy or contact point through which the influence of demons and spirits can flow. And without such gods and forces, some psychological machinery is needed to take over their work. But what IS the unconscious? Is it 'God's viceroy', the soul? Is it the locked ward of Freudian desire? Is the subliminal mind the source of the sublime emotions of the Romantics? Is is the mental microchip of cognitive science? Or is it simply the brain?

It’s time for the educational slugfest to stop. ‘Traditional’ and ‘progressive’ education are both caricatures, and bashing cartoon images of each other is unprofitable and unedifying. The search for a new model of education – one that is genuinely empowering for all young people – is serious and necessary. Some good progress has already been made, but teachers and school leaders are being held back by specious beliefs, false oppositions and the limited thinking of orthodoxy. Drawing on recent experience in England, North America and Australasia, but applicable round the world, The Future of Teaching clears away this logjam of bad science and slack thinking and frees up the stream of much-needed innovation. This timely book aims to banish arguments based on false claims about the brain and poor understanding of cognitive science, reclaim the nuanced middle ground of teaching that develops both rigorous knowledge and ‘character’, and lay the foundations for a 21st-century education worthy of the name.

It’s time for the educational slugfest to stop. ‘Traditional’ and ‘progressive’ education are both caricatures, and bashing cartoon images of each other is unprofitable and unedifying. The search for a new model of education – one that is genuinely empowering for all young people – is serious and necessary. Some good progress has already been made, but teachers and school leaders are being held back by specious beliefs, false oppositions and the limited thinking of orthodoxy. Drawing on recent experience in England, North America and Australasia, but applicable round the world, The Future of Teaching clears away this logjam of bad science and slack thinking and frees up the stream of much-needed innovation. This timely book aims to banish arguments based on false claims about the brain and poor understanding of cognitive science, reclaim the nuanced middle ground of teaching that develops both rigorous knowledge and ‘character’, and lay the foundations for a 21st-century education worthy of the name.

Writing principally for teachers-in-training and for new teachers, Guy Claxton offers a fresh approach to what is often a stuffy and polemical area. New teachers today are being bombarded from all sides with advice, prescriptions and demands about what they ought to be, and about personal and professional standards they ought to attain. The person they are gets to feel more and more ignored, unvalued and inadequate. The message of The Little Ed Book is that the answers to all the questions a teacher must confront – both practical and ideological – are already within him or her, and that, whatever they are, they are worthy of respect. Just as a map of a city is useless unless you can locate yourself, so you must find and value the teacher that you are, before you can become the teacher you can be.

Writing principally for teachers-in-training and for new teachers, Guy Claxton offers a fresh approach to what is often a stuffy and polemical area. New teachers today are being bombarded from all sides with advice, prescriptions and demands about what they ought to be, and about personal and professional standards they ought to attain. The person they are gets to feel more and more ignored, unvalued and inadequate. The message of The Little Ed Book is that the answers to all the questions a teacher must confront – both practical and ideological – are already within him or her, and that, whatever they are, they are worthy of respect. Just as a map of a city is useless unless you can locate yourself, so you must find and value the teacher that you are, before you can become the teacher you can be.

United by the belief that the most significant factor in shaping the minds of young people is the cultural setting in which learning takes place, the twenty eminent contributors to this volume present new thinking on education across the boundaries of school, home, work and community.

United by the belief that the most significant factor in shaping the minds of young people is the cultural setting in which learning takes place, the twenty eminent contributors to this volume present new thinking on education across the boundaries of school, home, work and community.

Bodies of Learning is a bold reimagining of education through the lens of embodiment science. Claxton and Poel challenge outdated assumptions that separate mind and body, revealing the interconnectedness of the ‘bodymind’. Drawing on cutting-edge research in embodied cognition, this book offers a transformative vision for education that integrates heart, gut, brain, feeling and action into the learning process, reshaping how we think about intelligence, learning and teaching.For decades, educational reform has stalled due to fixed beliefs that prioritise intellectual understanding over physical and emotional intelligence. Bodies of Learning dismantles these barriers, showing how learning is deeply intuitive, emotional and physical. The authors present practical strategies to create classrooms that work with, rather than against, human nature, while advocating for structural changes to reimagine schools as spaces for mastering the crafts of thinking, problem-solving and real-world learning.This accessible and inspiring book goes beyond advocating for better nutrition and exercise in schools. It calls for a fundamental shift in how we teach, recognising intelligence as a dynamic blend of memory, bodily awareness, intuition and emotion. Packed with actionable ideas and reflective exercises, Bodies of Learning is essential reading for educators, as well as anyone passionate about creating a truly holistic and effective education system for the future.

Bodies of Learning is a bold reimagining of education through the lens of embodiment science. Claxton and Poel challenge outdated assumptions that separate mind and body, revealing the interconnectedness of the ‘bodymind’. Drawing on cutting-edge research in embodied cognition, this book offers a transformative vision for education that integrates heart, gut, brain, feeling and action into the learning process, reshaping how we think about intelligence, learning and teaching.For decades, educational reform has stalled due to fixed beliefs that prioritise intellectual understanding over physical and emotional intelligence. Bodies of Learning dismantles these barriers, showing how learning is deeply intuitive, emotional and physical. The authors present practical strategies to create classrooms that work with, rather than against, human nature, while advocating for structural changes to reimagine schools as spaces for mastering the crafts of thinking, problem-solving and real-world learning.This accessible and inspiring book goes beyond advocating for better nutrition and exercise in schools. It calls for a fundamental shift in how we teach, recognising intelligence as a dynamic blend of memory, bodily awareness, intuition and emotion. Packed with actionable ideas and reflective exercises, Bodies of Learning is essential reading for educators, as well as anyone passionate about creating a truly holistic and effective education system for the future.

Originally published in 1980, this title was designed to present key topics in cognitive psychology to university and college students in a way that drew out the main ideas behind those topics, this book also shows how these ideas were likely to develop over the following years. Its special characteristics are its efforts to anticipate the most fruitful lines of development and to integrate a number of different authors’ opinions about where the strengths and weaknesses of cognitive psychology lie. At the time the contributors were in the main younger lecturers in cognitive psychology who were, through their own research, actively engaged in bringing new directions into being.The volume will still be of interest to cognitive psychologists in general who wish to reflect on what the field was, and who are concerned about the conceptual and methodological growth points in the discipline. In addition to chapters with familiar headings, such as attention, remembering and problem-solving, the book also contains contributions on cross-cultural cognition and on action, as well as two complementary overviews of cognitive psychology as a whole. Today it can be read in its historical context

Originally published in 1980, this title was designed to present key topics in cognitive psychology to university and college students in a way that drew out the main ideas behind those topics, this book also shows how these ideas were likely to develop over the following years. Its special characteristics are its efforts to anticipate the most fruitful lines of development and to integrate a number of different authors’ opinions about where the strengths and weaknesses of cognitive psychology lie. At the time the contributors were in the main younger lecturers in cognitive psychology who were, through their own research, actively engaged in bringing new directions into being.The volume will still be of interest to cognitive psychologists in general who wish to reflect on what the field was, and who are concerned about the conceptual and methodological growth points in the discipline. In addition to chapters with familiar headings, such as attention, remembering and problem-solving, the book also contains contributions on cross-cultural cognition and on action, as well as two complementary overviews of cognitive psychology as a whole. Today it can be read in its historical context

‘Cognition’ is not so much a field as a forest. It presents the newcomer with an immense wealth of detail: theories, models, terms and findings that are entangled and sometimes seemingly impenetrable. There is plenty of new growth – of which some will thrive and some will not. And a lot of dead wood too, some recognised and some not. How is the student to begin to make sense of all this?Originally published in 1988, Growth Points in Cognition provided a much-needed perspective, presenting those key topics in cognitive psychology that were likely to shape the development of the subject over the next decade. The contributors discuss important areas of cognition such as perception, action, memory, comprehension and problem-solving, and examine the increasingly fruitful interplay between cognition and the allied fields of neuropsychology, cross-cultural psychology, and development. Today it can be read in its historical context.

‘Cognition’ is not so much a field as a forest. It presents the newcomer with an immense wealth of detail: theories, models, terms and findings that are entangled and sometimes seemingly impenetrable. There is plenty of new growth – of which some will thrive and some will not. And a lot of dead wood too, some recognised and some not. How is the student to begin to make sense of all this?Originally published in 1988, Growth Points in Cognition provided a much-needed perspective, presenting those key topics in cognitive psychology that were likely to shape the development of the subject over the next decade. The contributors discuss important areas of cognition such as perception, action, memory, comprehension and problem-solving, and examine the increasingly fruitful interplay between cognition and the allied fields of neuropsychology, cross-cultural psychology, and development. Today it can be read in its historical context.

Originally published in 1981, the subject matter of Wholly Human is integrated Man, the man whose functions and faculties work together in harmony, the man who is wholly human – aware and accepting of the disparities between who he thinks he is and who he really is.In the first part of this book the author looks at the different ways in which we lose sight of our wholeness, as well as therapies and techniques for reintegration available at the time. In the second part he looks at the ways in which integrated man perceives and acts once he has seen through the fallacious ideas he has been given about himself. In order to explain the nature of integrity the author develops an integrated approach to psychology. He combines the practical and psychological wisdom of the East with contemporary Western theories of the Self.Written in a lively and engaging style, the book will be of interest not only to psychologists but to all those who have asked themselves that most slippery of questions: Who am I? The author is uniquely equipped to guide the reader on this voyage of self-discovery. Having immersed himself both in theoretical psychology and in the first-hand experience of many therapeutic and meditative techniques, he writes with an authority that is at once intellectual and existential.

Originally published in 1981, the subject matter of Wholly Human is integrated Man, the man whose functions and faculties work together in harmony, the man who is wholly human – aware and accepting of the disparities between who he thinks he is and who he really is.In the first part of this book the author looks at the different ways in which we lose sight of our wholeness, as well as therapies and techniques for reintegration available at the time. In the second part he looks at the ways in which integrated man perceives and acts once he has seen through the fallacious ideas he has been given about himself. In order to explain the nature of integrity the author develops an integrated approach to psychology. He combines the practical and psychological wisdom of the East with contemporary Western theories of the Self.Written in a lively and engaging style, the book will be of interest not only to psychologists but to all those who have asked themselves that most slippery of questions: Who am I? The author is uniquely equipped to guide the reader on this voyage of self-discovery. Having immersed himself both in theoretical psychology and in the first-hand experience of many therapeutic and meditative techniques, he writes with an authority that is at once intellectual and existential.

"In today′s ′teach-to-the-test′ climate, do we ever need a book about wisdom and creativity! Our focus as educators is enriched by this book."—Robert Di Giulio, Professor Johnson State College"Creativity, wisdom, and trusteeship may each sound good enough in itself, but the contributors to this volume make a compelling case for how much they need one another."—David Perkins, Professor Harvard UniversityHow do creativity, wisdom, and trusteeship translate into "excellent and ethical" educational practices? This important new volume from Anna Craft, Howard Gardner, and Guy Claxton focuses on the need to educate for "wise creativity" so that students will learn to expand their perspectives and exercise their talents responsibly within their school community and in the real world. The editors′ theories, plus contributions from noted scholars Dean Keith Simonton, David Henry Feldman, Jonathan Rowson, Helen Haste, Patrick Dillon, Hans Henrik Knoop, Christopher Bannerman, Robert J. Sternberg, and Dave Trotman, develop a concept of teachers as "trustees," or respected, nonpartisan role models who can exercise wise creativity in their classrooms and cultivate this quality in their students.The book explores a wide range of questions, such as:What is the nature of creativity and wisdom and what does it mean to exercise a balance between the two?What do creativity, wisdom, and trusteeship look like in society and in the school community?How can schools educate for creativity tempered by wisdom?What does it take to nurture trustee leadership in the classroom and schoolwide?Thought-provoking and incisive, Creativity, Wisdom, and Trusteeship is essential reading for all members of the educational community.

"In today′s ′teach-to-the-test′ climate, do we ever need a book about wisdom and creativity! Our focus as educators is enriched by this book."—Robert Di Giulio, Professor Johnson State College"Creativity, wisdom, and trusteeship may each sound good enough in itself, but the contributors to this volume make a compelling case for how much they need one another."—David Perkins, Professor Harvard UniversityHow do creativity, wisdom, and trusteeship translate into "excellent and ethical" educational practices? This important new volume from Anna Craft, Howard Gardner, and Guy Claxton focuses on the need to educate for "wise creativity" so that students will learn to expand their perspectives and exercise their talents responsibly within their school community and in the real world. The editors′ theories, plus contributions from noted scholars Dean Keith Simonton, David Henry Feldman, Jonathan Rowson, Helen Haste, Patrick Dillon, Hans Henrik Knoop, Christopher Bannerman, Robert J. Sternberg, and Dave Trotman, develop a concept of teachers as "trustees," or respected, nonpartisan role models who can exercise wise creativity in their classrooms and cultivate this quality in their students.The book explores a wide range of questions, such as:What is the nature of creativity and wisdom and what does it mean to exercise a balance between the two?What do creativity, wisdom, and trusteeship look like in society and in the school community?How can schools educate for creativity tempered by wisdom?What does it take to nurture trustee leadership in the classroom and schoolwide?Thought-provoking and incisive, Creativity, Wisdom, and Trusteeship is essential reading for all members of the educational community.

Become mind-fit for life! Learning is learnable! Educators can explicitly teach not just content, knowledge and skills, but also positive learning attitudes and habits of mind. Guy Claxton’s The Learning Power Approach will help teachers understand how ‘every lesson, every day’ shapes the way students see themselves as learners. This is the beauty of the Learning Power Approach: it is something all teachers can integrate into their daily practice. Claxton’s work helps us notice ‘what lies beneath’ the surface of our teaching and attend more closely to the way we shape dispositions and attitudes. Readers will find:   • approaches focused on building character alongside knowledge acquisition • cognitive, social and neuroscientific supportive evidence • practical illustrations and strategies Written by a renowned cognitive scientist, this book offers a ground-breaking set of design principles for strengthening students’ learning muscles. "This is the beauty of the Learning Power Approach. It is not a program, not a subject, not an add-on - it is something all teachers can integrate into their practice on a daily basis. Claxton’s work helps us notice ‘what lies beneath’ the surface of our teaching and to attend much more closely to the way we shape dispositions and attitudes to learning."   Kath Murdoch, Education Consultant University of Melbourne, Melbourne, Australia  

In The Learning Power Approach: Teaching learners to teach themselves Guy Claxton sets out the design principles of a pedagogical formula that aims to strengthen students' learning muscles and develop their independence, initiative, determination, and love of learning.Foreword by Carol S. Dweck.Learning is learnable! Educators can explicitly teach not just content, knowledge, and skills, but also the positive habits of mind that will better prepare students to flourish both in school and in later life. And as `traditionalists' fight for rigour and knowledge, and `progressives' defend the increasing focus on character and well-being, Guy Claxton's Learning Power Approach (LPA) brings resolution to this phoney and unnecessary war by offering teachers a win-win pedagogical formula that delivers good academic results while simultaneously turbocharging students' independence, initiative, and love of learning.In this groundbreaking book Guy distils fifteen years' experience with his influential Building Learning Power method to provide a set of design principles for strengthening students' learning muscles, and - together with a wealth of practical strategies and the supporting evidence that underpins them - details the small tweaks to daily practice that will help teachers attend more closely to the ways in which they can shape their students' learning dispositions and attitudes.Complemented by engaging and informative classroom examples of the LPA in action - and drawing from research into the fields of mindset, metacognition, grit, and collaborative learning - The Learning Power Approach describes in detail the suite of beliefs, values, attitudes, and habits of mind that go in to making up learning power, and offers a thorough explanation of what its intentions and guiding principles are. Furthermore, in order to help those who are just setting out on their LPA journey, Guy presents teachers with an attractive menu of customisable strategies and activities to choose from as they begin to embed the LPA principles into their own classroom culture, and also includes at the end of each chapter a "Wondering" section that serves to prompt reflection, conversation, and action among teachers.Suitable for teachers and leaders in all educational settings,The Learning Power Approach carefully lays the groundwork for a series of books to follow that are specifically tailored to primary teaching, secondary teaching, and school leadership.

In Powering Up Children Guy Claxton and Becky Carlzon harness the design principles of the Learning Power Approach to provide a rich resource of effective teaching strategies for use in the primary school classroom.The Learning Power Approach (LPA) is a pedagogical formula which aims to develop all pupils as confident and capable learners – ready, willing and able to choose, design, research, pursue, troubleshoot and evaluate learning for themselves, alone and with others, in school and out. This approach therefore empowers teachers to complement their delivery of content, knowledge and skills with the nurturing of positive habits of mind that will better prepare students to flourish in later life.Building upon the foundations carefully laid by Guy’s first book in the Learning Power series, The Learning Power Approach, this new instalment embeds the ideas of his influential method in the context of the primary school. Guy and Becky offer a thorough explanation of how the LPA’s core components apply to this level of education and, by presenting a wide range of classroom examples, illustrate how they can be put into practice with different age groups (from the early years through to age 11) and in different curricular areas – especially relating to literacy and numeracy, but also in specific subjects such as science, history, art and PE.Suitable for both newly qualified and experienced primary school teachers.

Guy Claxton and Graham Powell's Powering Up Students details the small tweaks to daily practice that will help secondary school teachers attend more closely to the ways in which they can boost their students' learning dispositions and attitudes.The Learning Power Approach (LPA) is a pedagogical formula which aims to develop all students as confident and capable learners - ready, willing and able to choose, design, research, pursue, troubleshoot and evaluate learning for themselves, alone and with others, in school and out. This approach therefore empowers teachers to complement their delivery of content, knowledge and skills with the nurturing of positive habits of mind that will better prepare students to flourish in later life.Building upon the foundations carefully laid by Guy's first book in the Learning Power series, The Learning Power Approach, this new instalment embeds the ideas of his influential method in the context of the secondary school. Guy and Graham provide a thorough explanation of how the LPA's core components apply to this level of education and, by presenting a wide range of classroom examples, illustrate how they can be put into practice in different curricular areas - focusing especially on embedding the learning dispositions into learners' tackling of more demanding content, while emphasising the need to `get the grades' as well.Suitable for both newly qualified and experienced secondary school teachers.

Powering Up Your School: The Learning Power Approach to school leadership - co-authored by Guy Claxton, Jann Robinson, Rachel Macfarlane, Graham Powell, Gemma Goldenberg, and Robert Cleary - is a treasury of top tips on how to embed the Learning Power Approach (LPA) in your school culture and empower your teachers to deliv

It is for everyone who cares about education in an uncertain world and explains how teachers, parents and grandparents can cultivate confidence, curiosity, collaboration, communication, creativity, commitment and craftsmanship in children, at the same time as helping them to do well in public examinations.Educating Ruby: what our children really need to learn shows, unequivocally, that schools can get the right results in the right way, so that the Rubys of tomorrow will emerge from their time at school able to talk with honest pleasure and reflective optimism about their schooling.Featuring the views of schoolchildren, parents, educators and employers and drawing on Guy Claxton and Bill Lucas' years of experience in education, including their work with Building Learning Power and the Expansive Education Network, this powerful new book is sure to provoke thinking and debate. Just as Willy Russell's Educating Rita helped us rethink university, the authors of Educating Ruby invite fresh scrutiny of our schools.

With their emphasis on regurgitated knowledge and stressful exams, today’s schools actually do more harm than good. Guiding readers past the sterile debates about City Academies and dumbed-down exams, Claxton proves that education’s key responsibility should be to create enthusiastic learners who will go on to thrive as adults in a swiftly-changing, dynamic world. Students must be encouraged to sharpen their wits, ask questions, and think for themselves - all without chucking out Shakespeare or the Periodic Table. Blending down-to-earth examples with the latest advances in brain science, and written with passion, wit, and authority, this brilliant book will inspire teachers, parents, and readers of all backgrounds to join a practical revolution and foster in the next generation a natural curiosity and the spirit of adventure.