Engaging Minds: Learning and Teaching in a Complex World

Engaging Minds: Learning and Teaching in a Complex World

Engaging Minds: Learning and Teaching in a Complex World

Engaging Minds: Learning and Teaching in a Complex World


Engaging Minds: Learning and Teaching in a Complex World involves readers in a stimulating, informative, comprehensive exploration of teaching and learning. It prompts examinations of the complexities of learning, pedagogy, and schooling while refusing simplistic notions or unresolvable tensions that sometimes infuse popular debates. A variety of sophisticated, interactive pedagogical features and graphic displays draw readers into new ways of thinking about and responding to the ideas and information presented. Topics include: * the biological and social roots of perception; * historical and contemporary perspectives on learning; * emergent understandings of intelligence, creativity, and diversity; * complexities and contingencies of self concept; and * technology, its impact on cognition, and its place in schooling. In addition to conceptual reviews of these topics, the text provides elaborated descriptions of many specific teaching events, in different subject areas and at all age levels, followed by interpretations which include suggestions for teachers. Written by authors with over 60 years collective experience as teachers at all levels of formal education, Engaging Minds offers fresh and insightful perspectives on topics such as lesson planning, classroom management, assessment and evaluation, learner diversity, inclusivity, and technology. It will be of interest to undergraduate students in teacher education, experienced teachers, and graduate students. This is an ideal text for courses in curriculum and instruction, curriculum and learning theory, social foundations of education, human development, or an excellent companion volume for any subject-specific teaching methods course.


Frame shares a history with the word from. The original sense of both terms had to do with movement or advancement.

Those senses are lost in many conventional uses of the word. Such phrases as "building frame" or the "picture frame," for example, suggest rigidity, not motion.

The senses intended here are more toward the original meaning. First, as hinted by its relationship to from, frame is used to refer to the ways our perceptions and interpretations are caught up in personal and collective histories. We are framed by where we are from. And, because we are never still, our frames are constantly evolving. This sense is suggested by the phrase "frames of reference."

Second, as suggested by the phrase "frames of mind," frame is used here to convey senses of being oriented to or advancing toward some goal. "Teaching and learning frames," then, is a reminder of the ways that complex histories are knitted into intentions and expectations -- notions that are often somewhat flattened by popular references to lesson outcomes or curriculum objectives.

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