Schools for Thought provides a straightforward, general introduction to cognitive research and illustrates its importance for educational change. If we want to improve educational opportunities and outcomes for all children, we must start applying what we know about mental functioning--how children think, learn, and remember in our schools. We must apply cognitive science in the classroom. Schools for Thought provides a straightforward, general introduction to cognitive research and illustrates its importance for educational change. Using classroom examples, Bruer shows how applying cognitive research can dramatically improve students' transitions from lower-level rote skills to advanced proficiency in reading, writing, mathematics, and science. Cognitive research, he points out, is also beginning to suggest how we might better motivate students, design more effective tools for assessing them, and improve the training of teachers. He concludes with a chapter on how effective school reform demands that we expand our understanding of teaching and learning and that we think about education in new ways. Debates and discussions about the reform of American education suffer from a lack of appreciation of the complexity of learning and from a lack of understanding about the knowledge base that is available for the improvement of educational practice. Politicians, business leaders, and even many school superintendents, principals, and teachers think that educational problems can be solved by changing school management structures or by creating a market in educational services. Bruer argues that improvement depends instead on changing student-teacher interactions. It is these changes, guided by cognitive research, that will create more effective classroom environments. A Bradford Book

This collection of essays stems from a 1997 conference celebrating the 25th anniversary of the Institute for Advanced Study's School of Social Science. Essays focus on disciplinary and methodology changes, institutional history, and the link between poltical philosophy and world governance.

This edition approaches psychology as a discipline with antecedents in philosophical speculation and early scientific experimentation. It covers these early developments, 19th-century German experimental psychology and empirical psychology in tradition of William James, the 20th century dubbed "the age of schools" and dominated by psychoanalysis, behavioralism, structuralism, and Gestalt psychology, as well as the return to empirical methods and active models of human agency. Finally it evaluates psychology in the new millennium and developments in terms of women in psychology, industrial psychology and social justice

Schools of Thought brings together a cast of prominent scholars to assess, with unprecedented breadth and vigor, the intellectual revolution over the past quarter century in the social sciences. This collection of twenty essays stems from a 1997 conference that celebrated the twenty-fifth anniversary of the Institute for Advanced Study's School of Social Science. The authors, who represent a wide range of disciplines, are all associated with the School's emphasis on interpretive social science, which rejects models from the hard sciences and opts instead for a humanistic approach to social inquiry. Following a preface by Clifford Geertz, whose profound insights have helped shape the School from the outset, the essays are arranged in four sections. The first offers personal reflections on disciplinary changes; the second features essays advocating changes in focus or methodology; the third presents field overviews and institutional history; while the fourth addresses the link between political philosophy and world governance. Two recurring themes are the uses (and pitfalls) of interdisciplinary studies and the relation between scholarship and social change. This book will be rewarding for anyone interested in how changing trends in scholarship shape the understanding of our social worlds. The contributors include David Apter, Kaushik Basu, Judith Butler, Nicholas Dirks, Jean Elshtain, Peter Galison, Wolf Lepenies, Jane Mansbridge, Andrew Pickering, Mary Poovey, Istvan Rev, Renato Rosaldo, Michael Rustin, Joan W. Scott, William H. Sewell, Jr., Quentin Skinner, Charles Taylor, Anna Tsing, Michael Walzer, and Gavin Wright.

Modern information and communication technologies, together with a cultural upheaval within the research community, have profoundly changed research in nearly every aspect. Ranging from sharing and discussing ideas in social networks for scientists to new collaborative environments and novel publication formats, knowledge creation and dissemination as we know it is experiencing a vigorous shift towards increased transparency, collaboration and accessibility. Many assume that research workflows will change more in the next 20 years than they have in the last 200. This book provides researchers, decision makers, and other scientific stakeholders with a snapshot of the basics, the tools, and the underlying visions that drive the current scientific (r)evolution, often called ‘Open Science.’

Gain fascinating insights into schools with distinctive philosophies from around the world and reflect on the lessons we can learn for our own schools and classrooms. Hear how leaders teach creativity at The Royal Ballet School, how faith schools foster curiosity and critical thinking, and how schools in Silicon Valley take lessons from the world of tech. With exclusive interviews from 30 unique schools worldwide, Schools of Thought will prompt you to ask penetrating questions of your own practice and challenge you to think more broadly and more deeply about the principles and practices behind education in a changing world. A must-read for the thoughtful educator who wants to expand their horizons and learn from a diverse range of schools in developing their vision, values and ethos and prepare their pupils for the modern world.

This book presents an integral, cross-cultural reflection on the social reality of children's rights and citizenship, giving an insight into new perspectives on the history and different concepts of children's rights in a contextualized and localized manner.