Fifty Modern Thinkers on Education: From Piaget to the Present Day

By Joy A. Palmer | Go to book overview

Knowledge building, however, is not the same as becoming knowledgeable. It is the creation of conceptual artifacts which become publicly available tools for the creation of further conceptual artifacts-the programme, in other words, of progressive disciplines. In the process of creating, testing and improving such artifacts, students gain in knowledgeability, but at the same time they are producing things that will be of use-conceptual tools for making sense of the world. Although there have been many efforts in the past half-century to engage students in genuine inquiry, they have missed the essential dynamic of knowledge building, Bereiter claims. In Popperian terms, they have focused on world 1, the physical world, and world 2, the mental world of the student, but have ignored world 3, the world of theories and other constructions that are the object of knowledge building in the laboratories and seminar rooms of the adult world. The extensions of the 'limits of the possible' demonstrated in the CSILE project are essentially demonstrations of children at work in world 3.


Notes
1
C. Bereiter, 'Artifacts, Canons, and the Progress of Pedagogy: A Response to Contributors', in B. Smith (ed.), Liberal Education in a Knowledge Society, Chicago, IL: Open Court, in press.
2
C. Bereiter, 'Some Persisting Dilemmas in the Measurement of Change', in C.W. Harris (ed.), Problems in Measuring Change, Madison, WI: University of Wisconsin Press, pp.3-20, 1963.
3
C. Bereiter and S. Engelmann, Teaching Disadvantaged Children in the Preschool, Englewood Cliffs, NJ: Prentice Hall, 1966.
4
C. Bereiter, 'Psychology and Early Education', in D.W. Brison and J. Hill (eds), Psychology and Early Childhood Education, Monograph Series No. 4, Toronto: Ontario Institute for Studies in Education, pp.61-78, 1968.
5
M. Scardamalia and C. Bereiter, 'Higher Levels of Agency for Children in Knowledge Building: A Challenge for the Design of New Knowledge Media', The Journal of the Learning Sciences, 1, 1, pp.37-68, 1991.
6
C. Bereiter, 'Toward a Solution of the Learning Paradox', Review of Educational Research, 55, pp.201-26, 1985.

See also

In this book: Piaget

In Fifty Major Thinkers on Education: Dewey


Bereiter's major writings
Bereiter, C. and Scardamalia, M., The Psychology of Written Composition, Hillsdale, NJ: Lawrence Erlbaum Associates, 1987.
Bereiter, C. and Scardamalia, M., Surpassing Ourselves: An Inquiry into the Nature andImplications of Expertise, Chicago, IL: Open Court, 1993.
'Implications of Postmodernism for Science, or, Science as Progressive Discourse', Educational Psychologist, 29, 1, pp.3-12, 1994.
Bereiter, C. and Scardamalia, M., 'Rethinking Learning', in D.R. Olson and N. Torrance (eds), Handbook of Education and Human Development: New Modelsof Learning, Teaching and Schooling, Cambridge, MA: Basil Blackwell, pp.485-513, 1996.

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Fifty Modern Thinkers on Education: From Piaget to the Present Day
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • Contents viii
  • Preface xiv
  • A.S.Neill 1883-1973 1
  • Notes 5
  • Notes 14
  • Notes 27
  • Further Reading 28
  • Notes 32
  • Notes 37
  • Notes 48
  • Carl Rogers 1902-87 49
  • Notes 53
  • Ralph Winifred Tyler 1902-94 54
  • Harry Broudy 1905-98 64
  • Notes 68
  • Further Reading 69
  • Benjamin S.Bloom 1913-99 86
  • Note 89
  • Further Reading 96
  • Notes 117
  • Further Reading 118
  • Notes 140
  • Notes 153
  • Michel Foucault 1926-84 170
  • Donaldson's Major Writings 181
  • Illich's Major Writings 188
  • Further Reading 193
  • Notes 203
  • Nel Noddings 1929- 210
  • Noddings' Major Writings 215
  • Notes 222
  • Notes 228
  • Notes 233
  • Theodore R.Sizer 1932- 241
  • Elliot Eisner 1933- 247
  • Notes 251
  • Lee S.Shulman 1938- 257
  • Notes 270
  • Henry Giroux 1943- 280
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