An authentic education system conceptualizes learning that embraces diversity and neurodiversity. It allows unique identification of learners through their psychological and neurological characteristics. This helps provide inclusive practices and minimize misdiagnoses. An authentic system also allows learners to pursue higher order learning and complete learning cycles. This enhances their potential to achieve at higher levels, not limited by assessments targeting lower order thinking. Overall, an authentic system promises significant benefits by facilitating positive social change and valuing human resources beyond mere economic aspects.
An authentic education system provides several key benefits according to the document. It allows for unique identification of learners by considering their psychological and neurological characteristics, embracing diversity. This leads to more inclusive practices. It also allows learners to pursue higher order learning and complete learning cycles to reach their full potential. Finally, an authentic education framework values human resources over economic aspects and allows for sustainable social development by helping individuals become more satisfied, productive members of society.
This document provides an overview of authentic education from psychological, neurological, human development, and pedagogical perspectives. It discusses how authentic education recognizes different learning styles and personalities. It emphasizes assessing students' general learning attributes rather than subject-specific knowledge. Authentic education aims to provide enriching learning environments that support growth of brain structures through students' lifespan.
The document discusses various aspects of learning including knowledge, subjects, curriculum, textbooks, and linguistic background of learners. It explains each of these aspects and their importance for learning. It also discusses the interfaces between these different aspects of learning and how they are interrelated and important for obtaining new information. The conclusion summarizes that the interfaces between various aspects of learning are critical for the learning process.
The document summarizes several theories of learning, including:
- Classical conditioning, where a stimulus acquires the ability to elicit a response through association. Pioneered by Ivan Pavlov.
- Operant conditioning, where behavior is shaped by consequences. Introduced by B.F. Skinner.
- Social learning theory, which explains how people learn through observation and modeling others. Proposed by Albert Bandura.
- Cognitive learning theories including assimilation theory and schema theory.
The document discusses learning theory and practice. It covers several key topics:
- Learning is a natural process that occurs across individuals, organizations, and communities.
- Both discovery learning and mastery learning are important, and effective learning requires balancing these approaches.
- Emotions and social connections play a strong role in learning.
- There are multiple forms of intelligence and ways of knowing.
Organizational learning and communities of practice are important for sharing knowledge across groups. New digital technologies also offer opportunities to transform learning.
1. The document presents information on content analysis and the key differences between theories, rules, laws, and concepts in pedagogy.
2. Content analysis involves breaking down complex topics into smaller subunits for analysis, which is important for teachers to have a deep understanding of content.
3. Theories are sets of assumptions or accepted facts that attempt to rationally explain observed phenomena, while rules provide guiding principles and laws are independently proven generalizations about nature with predictive power. Concepts represent categories of objects that share common characteristics.
This document discusses the educational philosophies of several influential thinkers and their views on child-centered education. It outlines the views of Mahatma Gandhi, Rabindranath Tagore, John Dewey, Plato, and Paulo Freire. Gandhi emphasized learning through crafts and activities. Tagore stressed spiritual and human development. Dewey viewed children as active learners. Plato believed true knowledge comes from ideas, not senses. Freire saw educators as guides who lead students from ignorance to understanding. The conclusion is that child-centered education engages children's minds and bodies in learning through activities.
An authentic education system provides several key benefits according to the document. It allows for unique identification of learners by considering their psychological and neurological characteristics, embracing diversity. This leads to more inclusive practices. It also allows learners to pursue higher order learning and complete learning cycles to reach their full potential. Finally, an authentic education framework values human resources over economic aspects and allows for sustainable social development by helping individuals become more satisfied, productive members of society.
This document provides an overview of authentic education from psychological, neurological, human development, and pedagogical perspectives. It discusses how authentic education recognizes different learning styles and personalities. It emphasizes assessing students' general learning attributes rather than subject-specific knowledge. Authentic education aims to provide enriching learning environments that support growth of brain structures through students' lifespan.
The document discusses various aspects of learning including knowledge, subjects, curriculum, textbooks, and linguistic background of learners. It explains each of these aspects and their importance for learning. It also discusses the interfaces between these different aspects of learning and how they are interrelated and important for obtaining new information. The conclusion summarizes that the interfaces between various aspects of learning are critical for the learning process.
The document summarizes several theories of learning, including:
- Classical conditioning, where a stimulus acquires the ability to elicit a response through association. Pioneered by Ivan Pavlov.
- Operant conditioning, where behavior is shaped by consequences. Introduced by B.F. Skinner.
- Social learning theory, which explains how people learn through observation and modeling others. Proposed by Albert Bandura.
- Cognitive learning theories including assimilation theory and schema theory.
The document discusses learning theory and practice. It covers several key topics:
- Learning is a natural process that occurs across individuals, organizations, and communities.
- Both discovery learning and mastery learning are important, and effective learning requires balancing these approaches.
- Emotions and social connections play a strong role in learning.
- There are multiple forms of intelligence and ways of knowing.
Organizational learning and communities of practice are important for sharing knowledge across groups. New digital technologies also offer opportunities to transform learning.
1. The document presents information on content analysis and the key differences between theories, rules, laws, and concepts in pedagogy.
2. Content analysis involves breaking down complex topics into smaller subunits for analysis, which is important for teachers to have a deep understanding of content.
3. Theories are sets of assumptions or accepted facts that attempt to rationally explain observed phenomena, while rules provide guiding principles and laws are independently proven generalizations about nature with predictive power. Concepts represent categories of objects that share common characteristics.
This document discusses the educational philosophies of several influential thinkers and their views on child-centered education. It outlines the views of Mahatma Gandhi, Rabindranath Tagore, John Dewey, Plato, and Paulo Freire. Gandhi emphasized learning through crafts and activities. Tagore stressed spiritual and human development. Dewey viewed children as active learners. Plato believed true knowledge comes from ideas, not senses. Freire saw educators as guides who lead students from ignorance to understanding. The conclusion is that child-centered education engages children's minds and bodies in learning through activities.
This document discusses ways to improve education by making it more authentic and addressing individual psychological and neurological needs. It argues that current practices often fail to consider differences in how students learn and process information. Specifically, it recommends catering to different learning styles and overexcitabilities in gifted students. It also advocates shifting the focus to higher-order thinking in both teaching and assessment, rather than just memorization. Providing sufficient time for learning and assessment is also emphasized to account for how the brain naturally learns. The document concludes by discussing ways to increase student motivation and minimize the influence of socioeconomic factors on educational outcomes.
This document discusses several theories of learning:
1) Reinforcement theory proposes that behavior is influenced by its consequences, and positive reinforcement strengthens behaviors while punishment weakens them.
2) Experiential learning theory emphasizes learning through experience and reflection in a cyclical process.
3) Different learning styles, like reflecting, thinking, and doing, affect how individuals learn best. Considering one's own style can improve learning.
4) Action learning links learning to real-world problems through small groups that regularly meet to help members learn from each other's experiences.
This document provides a learning matrix that summarizes several learning theories: behaviorist, cognitive, constructivist, social learning, connectivism, and adult learning. For each theory, the matrix outlines the definitive questions, influencing factors, roles of memory, how transfer occurs, best explained types of learning, and uses of technology. The matrix links to additional information about each individual theory.
This document discusses various topics related to educational motivation and the learning process. It begins by exploring different definitions and perspectives on what learning is. It then examines behaviorist, cognitivist, humanist, and constructivist learning theories. The document also discusses the concepts of intrinsic vs extrinsic motivation and how to motivate learning. Finally, it provides an overview of brain-based learning (BBL), including its core principles and implications for classroom environment and practice.
This section discusses theories of training and learning, focusing on three domains: cognitive, affective, and psychomotor skills. It explains that in the 20th century, learning came to be seen as more complex than a simple transaction, with the role of instructors as important to student success. Researchers discovered multiple dimensions of learning, requiring different instruction methods. The domains are broad categories of learning types. Cognitive learning requires internalizing facts and information, and training stresses improving thinking and arranging learning effectively. Memory involves short-term, long-term, and sensory memory.
This document discusses limitations of current educational practices and ways to provide more authentic learning experiences. It argues that education should cater to individual psychological and neurological needs by addressing things like overexcitabilities in gifted learners. It also argues that education should not expect ideal learners, focus more on higher-order learning than facts, align assessments to learning, consider timing factors in learning, motivate learners through generalized knowledge, and not rely too heavily on socioeconomic factors or have non-educational bodies set the agenda. The goal is to minimize negative practices and provide deeper, more authentic learning.
This document discusses the differences between pedagogy and andragogy in adult education. Pedagogy refers to teaching children while andragogy refers to teaching adults. Some key differences highlighted include that andragogy views learners as self-directed rather than dependent, sees learners' experiences as an important learning resource, and orients learning around life application rather than standardized curricula. The document also notes challenges for adult learners like family and work responsibilities and discusses principles for effective adult learning like involving learners in the planning process and creating a respectful learning climate.
Chapter 28 The Appeal of Imagination from WAYS OF KNOWING THROUGH THE REALMS ...William Kritsonis
The document discusses the importance of appealing to students' imaginations in education. It argues that students learn best when they are interested and motivated by the curriculum. To motivate students, teachers must select materials that spark students' imaginations rather than just focusing on practical concerns. The most effective way to engage students is to present concepts and ideas that transport them to new worlds of meaning beyond their everyday lives. Cultivating students' inner lives and imaginations should be the ultimate goal of general education.
Presentation by Rosemarri Klamn, MAPC, CHRP
November 20, 2015
EDDE 803: Teaching and Learning in Distance Education
Doctorate of Education in Distance Education
This document presents the author's teaching philosophy, which is influenced by various learning theories. The author believes that:
1) Behaviorism can be used to establish classroom behaviors but a more student-centered approach is needed. Social cognitive theory and constructivism should be the dominant approaches as students' skills progress.
2) Constructivism and social learning theories emphasize that students learn best when they can explore topics autonomously and collaboratively construct knowledge, with teachers as guides.
3) Situated cognition moves students toward mastery by anchoring concepts through practice, modeling, and social interaction with experts, continuing the emphasis on learning as a social activity.
Theories and models of learning instruction revisedFelisa Isakson
The document discusses three main learning theories: behaviorism, cognitivism, and constructivism. Behaviorism sees learning as changes in observable behaviors due to stimuli and responses. Cognitivism views learning as the acquisition and organization of mental processes and knowledge. Constructivism believes that learners create meaning and knowledge from their experiences. The document also covers instructional design principles and models, learning assumptions, cognitive foundations of learning, and applying constructivism in practice.
This document discusses how neuroscience, mindfulness, and learning are interconnected. It provides an overview of brain anatomy and functions, highlighting how the amygdala can hijack rational thinking in stressful situations. Mindfulness practices can help calm the amygdala and support healthy brain development by strengthening neural pathways involved in self-regulation, social engagement, and flexible thinking. Regular mindfulness training leads to benefits like reduced negativity bias, improved focus and memory, and more optimal learning. When integrated into education, developing students' mindfulness skills can foster on-task behavior, creativity, engagement, and prosocial behaviors.
A Bright Horizons® Early Care and Education Center is a community of learning and caring. The World at Their Fingertips: Education for Bright Horizons is our comprehensive, integrated program for children’s learning
based on the work of Jean Piaget, Lev Vygotsky, Erik Erikson, Howard Gardner and others. It draws from
current research on early childhood development, including the important concepts of emotional intelligence
and multiple intelligences.
The World at Their Fingertips creates developmentally appropriate environments in which each child discovers
what the world is like, how it works, and what he/she is capable of. World provides the framework forexcellence in early care and education at Bright Horizons. At the heart of The World at Their Fingertips are the 8 Key Concepts, which are the guiding principles to our quality educational program.
Michelle Wynn's instructional technology philosophy centers around constructivist learning strategies and active learning. She believes learning should involve discovery, collaboration, and problem-solving activities that are authentic and relevant to learners. As an instructor, she aims to facilitate learning by empowering students and helping them take ownership. Wynn's philosophy is also informed by theories of andragogy, which recognize adults as self-directed learners who draw from life experiences and are motivated by problem-centered learning. She seeks to incorporate technology integration strategies that foster skills like creative problem-solving, knowledge transfer through simulations, and group cooperation.
Learning Process: Behaviorism, Cognitivism and ConstructivismZulfiquer Ahmed Amin
The document discusses three main learning theories: behaviorism, cognitivism, and constructivism. Behaviorism views learning as shaped by external stimuli and responses, cognitivism sees it as acquiring and processing information, and constructivism believes it involves building understanding from experiences. Constructivism differs from cognitivism in seeing learning as incorporating human factors like creativity rather than just logic. The document also outlines principles of constructivism like learning being an active social process of constructing meaning from experiences.
This document discusses how the brain learns best from a neurological perspective. It notes that digital technology is changing brain structure and that neuroplasticity allows the brain to adapt based on use. It provides guidelines for instruction including creating meaningful learning experiences, incorporating different sensory pathways, allowing for attention spans of 10-20 minutes, incorporating social and active learning, and reflecting on learning. It emphasizes the importance of sleep, nutrition, exercise and learning throughout life. Overall it aims to provide research-based strategies to create brain-compatible classrooms.
COURSE: 8 – KNOWLEDGE AND CURRICULUM - Unit 1: Epistemological bases of educ...DrCShanmugaPriya
1. The document discusses different types of knowledge including empirical, rational, genetic, general, scientific, artistic, and perceptual knowledge.
2. It also discusses levels of knowledge such as superficial vs contextual knowledge.
3. Benefits of knowledge management are described as improved organizational agility, better decision making, quicker problem solving, and increased innovation.
This document discusses theories of learning and higher education. It begins by outlining objectives around developing a theory of theory, explaining its uses for understanding educational development, locating higher education in the context of wider societal institutions, and applying the concept of a hidden curriculum. It then discusses reflective practice and the role of formal theory versus experience. Different orientations and functions of theory are presented, including inductive/deductive, holistic/generative, and predictive/explanatory/generative/typifying/falsifiable. Institutions of society and production versus reproduction are contrasted. The hidden curriculum and critical theory are also discussed.
1) The document discusses improving student learning through multidisciplinary perspectives from pedagogy, psychology, and neuroscience.
2) It emphasizes addressing individual psychological and neurological differences in learners, focusing on higher-order learning beyond memorization, and giving more attention to factors like motivation, assessment design, and time in the learning process.
3) The goal is to develop a more well-rounded and inclusive approach to education that acknowledges learner diversity and supports deeper understanding over short-term recall.
This document summarizes a keynote presentation on mental health and future digital education. It discusses how technology is transforming education through tools like smartboards, MOOCs, tablets, and laptops. The Internet of Things is proving to be a cost-effective way to educate more people. The presentation also discusses social media as an integral learning tool and the use of interactive learning resources like mobile apps and flipped classrooms. Flipped classrooms shift instruction to a learner-centered model where students learn new content outside class and use class time for active learning activities under a teacher's guidance. Experiential learning through virtual simulations also allows for effective learning experiences.
This document discusses ways to improve education by making it more authentic and addressing individual psychological and neurological needs. It argues that current practices often fail to consider differences in how students learn and process information. Specifically, it recommends catering to different learning styles and overexcitabilities in gifted students. It also advocates shifting the focus to higher-order thinking in both teaching and assessment, rather than just memorization. Providing sufficient time for learning and assessment is also emphasized to account for how the brain naturally learns. The document concludes by discussing ways to increase student motivation and minimize the influence of socioeconomic factors on educational outcomes.
This document discusses several theories of learning:
1) Reinforcement theory proposes that behavior is influenced by its consequences, and positive reinforcement strengthens behaviors while punishment weakens them.
2) Experiential learning theory emphasizes learning through experience and reflection in a cyclical process.
3) Different learning styles, like reflecting, thinking, and doing, affect how individuals learn best. Considering one's own style can improve learning.
4) Action learning links learning to real-world problems through small groups that regularly meet to help members learn from each other's experiences.
This document provides a learning matrix that summarizes several learning theories: behaviorist, cognitive, constructivist, social learning, connectivism, and adult learning. For each theory, the matrix outlines the definitive questions, influencing factors, roles of memory, how transfer occurs, best explained types of learning, and uses of technology. The matrix links to additional information about each individual theory.
This document discusses various topics related to educational motivation and the learning process. It begins by exploring different definitions and perspectives on what learning is. It then examines behaviorist, cognitivist, humanist, and constructivist learning theories. The document also discusses the concepts of intrinsic vs extrinsic motivation and how to motivate learning. Finally, it provides an overview of brain-based learning (BBL), including its core principles and implications for classroom environment and practice.
This section discusses theories of training and learning, focusing on three domains: cognitive, affective, and psychomotor skills. It explains that in the 20th century, learning came to be seen as more complex than a simple transaction, with the role of instructors as important to student success. Researchers discovered multiple dimensions of learning, requiring different instruction methods. The domains are broad categories of learning types. Cognitive learning requires internalizing facts and information, and training stresses improving thinking and arranging learning effectively. Memory involves short-term, long-term, and sensory memory.
This document discusses limitations of current educational practices and ways to provide more authentic learning experiences. It argues that education should cater to individual psychological and neurological needs by addressing things like overexcitabilities in gifted learners. It also argues that education should not expect ideal learners, focus more on higher-order learning than facts, align assessments to learning, consider timing factors in learning, motivate learners through generalized knowledge, and not rely too heavily on socioeconomic factors or have non-educational bodies set the agenda. The goal is to minimize negative practices and provide deeper, more authentic learning.
This document discusses the differences between pedagogy and andragogy in adult education. Pedagogy refers to teaching children while andragogy refers to teaching adults. Some key differences highlighted include that andragogy views learners as self-directed rather than dependent, sees learners' experiences as an important learning resource, and orients learning around life application rather than standardized curricula. The document also notes challenges for adult learners like family and work responsibilities and discusses principles for effective adult learning like involving learners in the planning process and creating a respectful learning climate.
Chapter 28 The Appeal of Imagination from WAYS OF KNOWING THROUGH THE REALMS ...William Kritsonis
The document discusses the importance of appealing to students' imaginations in education. It argues that students learn best when they are interested and motivated by the curriculum. To motivate students, teachers must select materials that spark students' imaginations rather than just focusing on practical concerns. The most effective way to engage students is to present concepts and ideas that transport them to new worlds of meaning beyond their everyday lives. Cultivating students' inner lives and imaginations should be the ultimate goal of general education.
Presentation by Rosemarri Klamn, MAPC, CHRP
November 20, 2015
EDDE 803: Teaching and Learning in Distance Education
Doctorate of Education in Distance Education
This document presents the author's teaching philosophy, which is influenced by various learning theories. The author believes that:
1) Behaviorism can be used to establish classroom behaviors but a more student-centered approach is needed. Social cognitive theory and constructivism should be the dominant approaches as students' skills progress.
2) Constructivism and social learning theories emphasize that students learn best when they can explore topics autonomously and collaboratively construct knowledge, with teachers as guides.
3) Situated cognition moves students toward mastery by anchoring concepts through practice, modeling, and social interaction with experts, continuing the emphasis on learning as a social activity.
Theories and models of learning instruction revisedFelisa Isakson
The document discusses three main learning theories: behaviorism, cognitivism, and constructivism. Behaviorism sees learning as changes in observable behaviors due to stimuli and responses. Cognitivism views learning as the acquisition and organization of mental processes and knowledge. Constructivism believes that learners create meaning and knowledge from their experiences. The document also covers instructional design principles and models, learning assumptions, cognitive foundations of learning, and applying constructivism in practice.
This document discusses how neuroscience, mindfulness, and learning are interconnected. It provides an overview of brain anatomy and functions, highlighting how the amygdala can hijack rational thinking in stressful situations. Mindfulness practices can help calm the amygdala and support healthy brain development by strengthening neural pathways involved in self-regulation, social engagement, and flexible thinking. Regular mindfulness training leads to benefits like reduced negativity bias, improved focus and memory, and more optimal learning. When integrated into education, developing students' mindfulness skills can foster on-task behavior, creativity, engagement, and prosocial behaviors.
A Bright Horizons® Early Care and Education Center is a community of learning and caring. The World at Their Fingertips: Education for Bright Horizons is our comprehensive, integrated program for children’s learning
based on the work of Jean Piaget, Lev Vygotsky, Erik Erikson, Howard Gardner and others. It draws from
current research on early childhood development, including the important concepts of emotional intelligence
and multiple intelligences.
The World at Their Fingertips creates developmentally appropriate environments in which each child discovers
what the world is like, how it works, and what he/she is capable of. World provides the framework forexcellence in early care and education at Bright Horizons. At the heart of The World at Their Fingertips are the 8 Key Concepts, which are the guiding principles to our quality educational program.
Michelle Wynn's instructional technology philosophy centers around constructivist learning strategies and active learning. She believes learning should involve discovery, collaboration, and problem-solving activities that are authentic and relevant to learners. As an instructor, she aims to facilitate learning by empowering students and helping them take ownership. Wynn's philosophy is also informed by theories of andragogy, which recognize adults as self-directed learners who draw from life experiences and are motivated by problem-centered learning. She seeks to incorporate technology integration strategies that foster skills like creative problem-solving, knowledge transfer through simulations, and group cooperation.
Learning Process: Behaviorism, Cognitivism and ConstructivismZulfiquer Ahmed Amin
The document discusses three main learning theories: behaviorism, cognitivism, and constructivism. Behaviorism views learning as shaped by external stimuli and responses, cognitivism sees it as acquiring and processing information, and constructivism believes it involves building understanding from experiences. Constructivism differs from cognitivism in seeing learning as incorporating human factors like creativity rather than just logic. The document also outlines principles of constructivism like learning being an active social process of constructing meaning from experiences.
This document discusses how the brain learns best from a neurological perspective. It notes that digital technology is changing brain structure and that neuroplasticity allows the brain to adapt based on use. It provides guidelines for instruction including creating meaningful learning experiences, incorporating different sensory pathways, allowing for attention spans of 10-20 minutes, incorporating social and active learning, and reflecting on learning. It emphasizes the importance of sleep, nutrition, exercise and learning throughout life. Overall it aims to provide research-based strategies to create brain-compatible classrooms.
COURSE: 8 – KNOWLEDGE AND CURRICULUM - Unit 1: Epistemological bases of educ...DrCShanmugaPriya
1. The document discusses different types of knowledge including empirical, rational, genetic, general, scientific, artistic, and perceptual knowledge.
2. It also discusses levels of knowledge such as superficial vs contextual knowledge.
3. Benefits of knowledge management are described as improved organizational agility, better decision making, quicker problem solving, and increased innovation.
This document discusses theories of learning and higher education. It begins by outlining objectives around developing a theory of theory, explaining its uses for understanding educational development, locating higher education in the context of wider societal institutions, and applying the concept of a hidden curriculum. It then discusses reflective practice and the role of formal theory versus experience. Different orientations and functions of theory are presented, including inductive/deductive, holistic/generative, and predictive/explanatory/generative/typifying/falsifiable. Institutions of society and production versus reproduction are contrasted. The hidden curriculum and critical theory are also discussed.
1) The document discusses improving student learning through multidisciplinary perspectives from pedagogy, psychology, and neuroscience.
2) It emphasizes addressing individual psychological and neurological differences in learners, focusing on higher-order learning beyond memorization, and giving more attention to factors like motivation, assessment design, and time in the learning process.
3) The goal is to develop a more well-rounded and inclusive approach to education that acknowledges learner diversity and supports deeper understanding over short-term recall.
This document summarizes a keynote presentation on mental health and future digital education. It discusses how technology is transforming education through tools like smartboards, MOOCs, tablets, and laptops. The Internet of Things is proving to be a cost-effective way to educate more people. The presentation also discusses social media as an integral learning tool and the use of interactive learning resources like mobile apps and flipped classrooms. Flipped classrooms shift instruction to a learner-centered model where students learn new content outside class and use class time for active learning activities under a teacher's guidance. Experiential learning through virtual simulations also allows for effective learning experiences.
This document outlines the aims, objectives, and domains of learning that can be addressed in health education. The aims are to help individuals and communities develop an understanding of health and well-being. The objectives are to promote positive attitudes, relationships, self-awareness, and factual understanding for learners, patients, and health professionals. Learning involves the cognitive, affective, and psychomotor domains and addresses knowledge, skills, values, and behaviors. Barriers to effective learning include problems with cognition, physical/sensory difficulties, and poor communication.
adult teaching methods and Av techniques ch 1&2.pptfuad80
Education
it is the process of imparting knowledge, values, skills and attitudes, which can be beneficial to an individual.
2. It is acquired by individuals.
3. It is something that one gets at some point in their life.
4. it is a formal process.
5. it is knowledge gained through teaching.
The document discusses pedagogical practices that can provide authentic learning experiences. It begins by defining authentic education as considering learners' psychological characteristics and learning preferences. It then describes several of the author's practices, including question-based lecture delivery, focusing curricula on key concepts, allocating sufficient time for assessments, and emphasizing generalized learning. The goal is to engage diverse learners through inclusive, experiential practices that promote deep understanding over superficial knowledge.
The document discusses pedagogy and andragogy. Pedagogy refers to teacher-focused education for children, where the teacher determines what is learned. Andragogy refers to learner-focused education for people of all ages, where the learner drives their education. The document outlines key assumptions about learners in pedagogy versus andragogy, such as adults needing to know why they are learning something and being problem-centered rather than subject-centered learners. It also discusses theories of adult learning styles and stages in the learning process from novice to expert.
Educational implications of individual differences among students andNajam Hassan
I, MR NAJAM UL HASSAN (SST FG BOYS HIGH SCHOOL QUETTA BALOCHISTAN PAKISTAN ,RESEARCH SCHOLAR UOB. 03327803014) HAVE WORKED ON IT FOR ALL WHO SEEK INFORMATION ABOUT SAID ONE. THANKS FOR YOUR REMARKS.
Evolutionary potential of education-reportGnostic Centre
The Gnostic Centre of Education (Delhi) organized the day long Seminar (27 March 2016), as a contemplative conversation amongst the panelists and the audience on the deeper aims and creative forms that an education of the future would take. The
Seminar was divided into two sessions. The morning focused on Wisdom Traditions, the afternoon focused on Innovations in Higher Education.
This document discusses self-directed learning and microteaching. It begins by defining learning as any relatively permanent change in behavior resulting from practice or experience. It then outlines the objectives of learning experiences as imparting knowledge, acquiring skills, developing aesthetic sense, and providing motivation. Principles for selecting learning experiences include consistency with educational goals, variety, flexibility, and relation to students' future practice. Variables that impact the learning process are discussed, such as the learner's characteristics and the learning environment, materials, methods, and instructional media used. Self-directed learning is introduced as allowing the teacher to better facilitate student learning by understanding the learning process.
- The document discusses 7 philosophies of education: essentialism, progressivism, perennialism, existentialism, behaviorism, linguistic philosophy, and constructivism.
- For each philosophy, it provides information on why teachers teach according to that philosophy, what content is taught, and how teaching is done.
- The philosophies differ in their views of the purpose of education, what should be taught, and teaching methods but all aim to educate students.
This document provides information about Course 4 - Learning and Teaching from SNDT University's B.Ed. Part I program. It discusses key concepts related to learning and teaching, including definitions of learning, types of knowledge, Bloom's taxonomy, and concept mapping. The objectives are to help students understand concepts of learning, types of knowledge and processes of knowing, stages of teaching, and roles of a teacher.
This document summarizes research on quality education for adolescents. It finds that high-quality education is holistic and addresses students' academic, physical, emotional, and social development. It involves a deep and broad curriculum as well as support for students' intrapersonal skills like self-awareness and interpersonal skills like collaboration. The period of adolescence provides unique opportunities to develop these skills through high school programs that foster intellectual growth, provide academic and extracurricular supports, and address the challenges of adolescent development. The document reviews what is known about adolescent development and organizing schools to provide high-quality education for all students.
Psychological Foundations of Curriculum-Dr. D (EDITED).pptMariaRowenaFlores
1. Psychology provides a foundation for understanding the teaching and learning process, which is essential for curriculum specialists.
2. Major theories of learning include behaviorism, cognitivism, and humanism. Behaviorism focuses on conditioning and reinforcement, cognitivism on how people think and process information, and humanism on personal growth.
3. These psychological theories influence how curriculum is designed and delivered to best enhance student learning based on principles like sequencing skills from simple to complex and building on students' prior knowledge and experiences.
This document discusses psychology, curriculum development, and theories of learning. It begins by outlining the learning objectives, which include defining key terms and explaining the relationship between psychology and curriculum development. Next, it defines psychology, curriculum development, and the role of psychology in curriculum development. It then discusses psychological dimensions and theories of learning, including cognitivism, behaviorism, constructivism, and social learning theory. Finally, it defines learning and explores the nature of learning, including that it is universal, results from experience and practice, and leads to relatively permanent changes in behavior.
Philosophy Inventory by William Allan Kritsonis, PhDWilliam Kritsonis
Dr. Kritsonis has served in professorial roles at Central Washington University, Washington; Salisbury State University, Maryland; Northwestern State University, Louisiana; Wright State University, Dayton, Ohio; McNeese State University, Louisiana; and Louisiana State University, Baton Rouge in the Department of Administrative and Foundational Services.
In 2006, Dr. Kritsonis published two articles in the Two-Volume Set of the Encyclopedia of Educational Leadership and Administration published by SAGE Publications, Thousand Oaks, California. He is a National Reviewer for the Journal of Research on Leadership, University Council for Educational Administration (UCEA). In 2007, Dr. Kritsonis was invited to write a history and philosophy of education for the ABC-CLIO Encyclopedia of World History.
________________________________________________________________________
Contact Information: Dr. William Allan Kritsonis, Professor, PhD Program in Educational Leadership, Prairie View A&M University, Department of Educational Leadership and Counseling, PO 519, Prairie View, TX 77446 or Home: 17603 Bending Post Drive, Houston, TX 77095 281-550-5700 Home; 832-483-7889 Cell; williamkritsonis@yahoo.com
Philosophy Inventory by William Allan Kritsonis, PhDWilliam Kritsonis
Philosophy Inventory by William Allan Kritsonis, PhD
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
The document discusses different educational philosophies and provides definitions for key terms related to philosophy. It begins by outlining some basic philosophies like idealism and realism. It then discusses specific educational philosophies such as essentialism, progressivism, pragmatism, and existentialism. The document also provides definitions for analytical philosophy, axiology, behaviorism, epistemology, metaphysics, ontology, and other terms relevant to the study of educational philosophies.
Philosophy Inventory by William Allan Kritsonis, PhDWilliam Kritsonis
The document discusses different educational philosophies and provides definitions for key terms related to philosophy. It begins by explaining what philosophy and educational philosophy are. It then outlines some major philosophies like idealism, realism, pragmatism, and existentialism. It also defines educational philosophies such as essentialism, perennialism, progressivism, reconstructionism, and behaviorism. The document concludes by noting that philosophy impacts curriculum and teaching practices in schools.
Here is a draft writeup on learning theories following your suggested outline:
Year:
The major learning theories discussed and developed from the late 19th century to present.
Propounders:
Behaviorism - Ivan Pavlov, Edward Thorndike, B.F. Skinner
Cognitivism - Jerome Bruner, Jean Piaget, Lev Vygotsky
Constructivism - Jerome Bruner, Jean Piaget, Lev Vygotsky, John Dewey
Humanism - Abraham Maslow, Carl Rogers
Connectivism - George Siemens, Stephen Downes
Transformative Learning - Jack Mezirow
Social Learning Theory - Albert Bandura
Experiential Learning Theory
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Benifits of Authentic Education
1. Benefits of Authentic Education
Presented By
Chandana Watagodakumbura, PhD
Lecturer
School of Electrical and Computer Engineering
RMIT University
Melbourne
Australia
1
2. Introduction
• In this paper, the author first presents his
conceptual view of authentic education briefly.
• In the subsequent sections the benefits of such
an authentic education system to individuals as
well as the society at large are highlighted from a
number of different perspectives.
• On the whole, an authentic education system has
the promise of making a significant positive social
change focusing sustainable development.
2
3. Conceptualising Authentic Education
• Within an authentic education framework, as
the author conceptualises,
• Learners’ individual psychological and neurological
characteristics are given consideration and
accepted as they are, promoting inclusive practices.
• For example, emotional and other high sensitivities
commonly found in gifted and creative personnel are not
considered as constraints, rather they enrich a
neurodiverse society to operate in a more balanced
manner.
3
4. Conceptualising Authentic Education(Contd.)
• Learning preferences of auditory sequential learners
as well as visual spatial learners are given
consideration equally and unbiasedly
• These preferences are mapped into to related career paths
so that individuals of both categories enjoy their work more
naturally, or intrinsically.
• Learners with high developmental potential, meaning
the inclination towards developing in to a highly
empathetic, satisfied and productive human being,
get conducive environments to reach higher levels of
development, similar to a self-actualised state.
4
5. Conceptualising Authentic Education(Contd.)
• An authentic education system sends learners through a
lasting deep learning and critical thinking experience, for
which human brains are capable of under conducive
teaching-learning environments
• Human brains are treated as parallel processors that are
capable of dealing with multiple inputs and solving
complex problems unlike machines, or computers that are
good at executing routine steps in reaching specific
answers at very high speeds
5
6. Conceptualising Authentic Education(Contd.)
• Following the fundamentals of neuroscience, many physical
parts of the brains are incorporated into learning with
methodologies similar to Kolb’s experiential learning cycle and
constructivist theory of learning.
• Learning has physical meaning in which neurons in the brain
grow to develop dense communication network indicating deep
learning, as opposed to surface, or superficial learning, has
taken place.
• In an authentic educational practice, learner evaluation is done
using generic learning attributes that are associated with
learners’ intrinsic characteristics, instead of an indication of how
well a learner has prepared in a specific area of study prior to an
assessment.
6
7. Gives the General Term of Education a Deeper and
Broader Meaning Viewing from Multiple Perspectives
• Within an authentic education system, we have
understood the general term of education more
deeply and broadly viewing from multiple points of
view.
• It goes beyond the superficial levels of understanding it and
promises significant benefits in terms of educational outcomes.
• When looking at the term education in a contemporary
society, we need to have a multidisciplinary
perspective.
• The discipline of pedagogy alone will not define it adequately.
• We essentially need to integrate perspectives from a number of
other disciplines such as humanistic and gifted psychology,
neuroscience and neurology to better define the term education.
7
8. Allows Unique Identification of Learners
Embracing Diversity
• An authentic education system will identify individual
learners uniquely through their psychological and
neurological characteristics.
– For example, learners will be identified whether they are
more inclined for auditory sequential learning or visual
spatial learning.
– Further, the learners will be identified whether they
demonstrate any overexcitabilities such as emotional,
imaginational or intellectual.
– These characteristics are intrinsic to each individual and
would span a lifetime.
8
9. Allows Unique Identification of Learners
Embracing Diversity(Contd.)
• As a society, our awareness on individual differences,
or diversity, will grow accepting each other much
more than now.
₋ This increased awareness will apply specifically to
understanding the important concept of neurodiversity.
₋ We may not define a strict and narrow normal behaviour
and label everything outside the band as abnormal.
₋ Rather, we would accept that a wide range of differences that are
normal do exit and those wide differences, in fact, enriches our
society.
9
10. Allows Unique Identification of Learners
Embracing Diversity(Contd.)
• We will be in with a better chance of minimising any
misdiagnoses of healthy individuals, a concern raised by
some prominent healthcare and medical professionals.
• Raised awareness and acceptance will allow us to minimise having
individuals to rely on medication for some psychological differences.
• For example, we may have to carefully differentiate whether an
individual has attention deficit hyperactivity disorder (ADHD) or is it
merely psychomotor overexcitability.
• When the mainstream education system identifies
learners’ unique psychological and neurological
characteristics, it enables us to be inclusive in our
practices, getting the due attention to every individual.
10
11. Allows Learners to Pursue Higher Order Learning
Undergoing a Complete Learning Cycle that Enhances
the Chances of Reaching their Full Potential
• An authentic education system encourages
individuals to pursue higher order learning enabling
them to reach their full potential.
• When the assessments target higher end of the Bloom’s
taxonomy , instead of the middle or lower levels, we
encourage learners to strive for achieving higher,
something they could achieve as human beings, or human
nature.
• Creativity is natural to human species and when we
encourage learners to pursue higher order learning, we
sharpen their creative instincts, encouraging them to
produce creative outputs
11
12. Allows Learners to Pursue Higher Order Learning
Undergoing a Complete Learning Cycle that Enhances
the Chances of Reaching their Full Potential (Contd.)
• Different individuals will pursue this path to higher
achievement at different paces and reach higher levels at
different times, but there will be no ceilings at lower levels
stopping them progressing to higher levels.
• Further, individuals will not be competing with each other to
reach higher levels, rather, will be striving to self-identify
one’s natural pace to traverse because that is the best pace
for oneself.
• More the productive time a learner can put in pursuing higher
order learning, the higher the level of understanding he or
she can achieve, or the level of learning achieved is
proportional to the amount of productive time spent
12
13. Allows Learners to Pursue Higher Order Learning
Undergoing a Complete Learning Cycle that Enhances
the Chances of Reaching their Full Potential (Contd.)
• We have evidence from neuroscience that neural
networks can grow denser making new
connections throughout one’s lifespan, and as we
keep on striving on higher order learning, we can
reach higher levels of our potential.
• Further, when higher order learning is the focus,
it accommodates the visual spatial, or gifted,
learners in the mainstream education system
rather than leaving them behind or requiring
them special education programs.
13
14. Allows Learners to Pursue Higher Order Learning
Undergoing a Complete Learning Cycle that Enhances
the Chances of Reaching their Full Potential (Contd.)
• Every individual will be using the generalised
knowledge they gained through education in a wide
range of situation in life, not only in their careers.
– As individuals, they will be making better, or more
educated, decisions, in everyday situations, not merely in
a narrow area related to the specific career.
– This is one of the prime intensions of an authentic
education system.
• That is preparing learners to succeed as a whole, as better human
beings, as better judges of overall social situations, not just in a
narrow career area.
14
15. Allows a Positive Social Change Valuing Human
Resources Ahead of Mere Economic Aspects
• An authentic education framework inherently gives
prominence to human resources ahead of any other
resource including economic aspects.
• It identifies individuals uniquely, valuing and accepting their
unique characteristics and making them more satisfied and
contended, resulting more productive operation within the
society.
• The society as a whole strives to make their members more
productive, satisfied and contended, pushing aspects related to
economy to a secondary status.
• This is a more positive change from the existing norm of giving
prime importance to economic aspects while pushing the rest
including human resources to a level of subprime importance
15
16. Allows a Positive Social Change Valuing Human
Resources Ahead of Mere Economic Aspects (Contd.)
• We make use of economic resources to make human
beings reaching higher or full potential rather than
making use of, or manipulating, human resources to
make better economic status.
• In an authentic education framework, we are
directing the significance to the area where it is
deserved.
– While economic aspects, or economic managements, are
important, it is only secondary to how effectively and
efficiently human resources are utilised.
16
17. Allows for Sustainable, More Consistent
and Predictable Social Development
• An authentic education framework gives the opportunity
for every individual to engage in learning in a unique
manner that suits him or her the best.
– It aims at providing each individual an opportunity to reach his
or her full potential.
– Allowing individuals to reach their full potential results in self-
actualising, or psychologically healthy, personnel, as Abraham
Maslow referred to
– Individuals will be engaged in a lifelong personal development,
or education, process, resulting positive motivation.
• The end result is that the society will have more satisfied,
contended, tolerant and empathetic individuals.
17
18. Allows for Sustainable, More Consistent and
Predictable Social Development (Contd.)
• There will be more synergy and less competition among
individuals and groups as the focus is to make individuals
fully functioning to their full potential in unique ways.
• There will be fewer crimes in our societies as individuals
are more satisfied and contended.
– Any tendency of any individual toward committing a crime
can be proactively diagnosed within the mainstream
education system that focuses on psychological and
neurological characteristics of individuals.
– As a result, we will have more peaceful societies on the
whole.
18
19. Conclusion
• Authentic education allows individuals to develop
better, or fully, meeting their individual
requirements.
• Aspirations of these individuals will be mapped in to
more appropriate career paths.
– As a result, it has the promise of producing more
empathetic, satisfied, creative and productive human
beings.
– This is the starting point of a significant positive social
change.
19
20. Conclusion (Contd.)
– The human resources are given the prominence ahead of
mere economic aspects.
– It provides us with an opportunity to overcome some of
the perennial problems such as high crime rates, high
number of individuals with psychological problems and
lack of productivity in operations and so on and so forth,
of the contemporary society.
– In essence, an authentic educational framework provides
an opportunity to have a sustainable social development.
20
21. References
1. Armstrong, T. 2011. The Power of Neurodiversity: Unleashing the Advantages of Your Differently Wired Brain. Da Capo
Lifelong Books.
2. Beale, R. and Jackson, T. 1990. Neural Computing – An Introduction. Institute of Physics Publishing.
3. Biggs, J. and Tang, C. 2011. Teaching for Quality Learning at University (4th ed.). Berkshire: Society for Research into Higher
Education and Open University Press.
4. Dabrowski, K. (with Kawczak A. and Piechowski M. M.). 1970. Mental Growth through Positive Disintegration. London: Gryf
Publications
5. Dabrowski, K. 1972. Psychoneuroses Is Not An Illness. London: Gryf Publications
6. Dabrowski, K. 1977. Theory of Levels of Emotional Development (vol 1) – Multilevelness and Positive Disintegration. New
York: Dabor Science Publications.
7. Entwistle, N. J. 1998. Approaches to Learning and Forms of Understanding. In Teaching and Learning in Higher Education,
ed. B. Dart and G. Boulton-Lewis, 72–101. Melbourne, Australia: Australian Council for Educational Research
8. Kolb, D. 1983. Experiential Learning: Experience as the Source of Learning and Development, Prentice Hall.
9. Maslow, A. 1968. Toward a Psychology of Being. New York: Van Nostrand Reinhold.
10. Maslow, A. 1993. Farther Reaches of Human Nature. New York, N.Y., U.S.A.: Arkana.
11. Paul, R. and Elder, L. 2000. Critical Thinking - Tools for Taking Charge of Your Learning and Your Life. Pearson Education.
12. Ramsden, P. 2003. Learning to Teach in Higher Education(2nd ed.). London: RoutledgeFalmer.
13. Silverman, L.K. 1998. Personality and Learning Styles of Gifted Children. In Excellence In Educating Gifted & Talented
Learners (3rd ed), ed. Van Tassel – Baska, Denver, Colorado, USA: Love Publishing Company.
14. Silverman, L. K. 2002. Upside-Down Brilliance: The Visual-Spatial Learner, Denver: DeLeon Publishing.
15. Silverman, L. K. 2004. At- Risk Youth and the Creative Process. Paper presented at ARTernatives for At-Risk Youth
Conference, May 14, Colorado Springs.
16. Watagodakumbura, C. 2012. Conceptualising Authentic Education. Paper to appear in Proceedings of International Journal
of Arts and Science Conference, Dec. 2-7, Gottenheim, Germany.
17. Webb, J.T. (with Amend E. R., Webb N.E., Goerss J., Beljan P, and Olenchak F.R.) 2005.
Misdiagnosis and Dual Diagnoses of Gifted Children and Adults: ADHD, Bipolar, Ocd, Asperger's, Depression, and Other Disorders
. Great Potential Press
18. Webb, J. T. 2008. Dabrowski’s Theory and Existential Depression in Gifted Children and Adults. Paper presented at the
Eighth International Congress of the Institute for Positive Disintegration in Human Development, August 7-9, Alberta,
Canada.
19. Zull, J. E. 2002. The Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning. Stylus
Publishing. 21