Reveals the neglected mode of knowing and learning, from Socrates to the middle ages and beyond, that relies more on the integrated powers of sensory experience and intuition, rather than on modern narrow scientific models of education.

In this book, Carl Bereiter--a distinguished and well-known cognitive, educational psychologist--presents what he calls "a new way of thinking about knowledge and the mind." He argues that in today's Knowledge Age, education's conceptual tools are inadequate to address the pressing educational challenges and opportunities of the times. Two things are required: first, to replace the mind-as-container metaphor with one that envisions a mind capable of sustaining knowledgeable, intelligent behavior without actually containing stored beliefs; second, to recognize a fundamental difference between knowledge building and learning--both of which are essential parts of education for the knowledge age. Connectionism in cognitive science addresses the first need; certain developments in post-positivist epistemology address the second. The author explores both the theoretical bases and the practical educational implications of this radical change in viewpoint. The book draws on current new ways of thinking about knowledge and mind, including information processing, cognitive psychology, situated cognition, constructivism, social constructivism, and connectionism, but does not adhere strictly to any "camp." Above all, the author is concerned with developing a way of thinking about the mind that can usher education into the knowledge age. This book is intended as a starting point.

The intellectual work of Michel Foucault has been an increasingly central component of social science in recent years. This is the first book to directly address the implication of Foucault's work for the field of education. This text, originally published in 1997, not only provides a critical examination of the significance of Foucauldian thought for education, but also discusses how Foucault’s theories are arrayed in the everyday life of schools.

This volume identifies promising learning, teaching, and assessment strategies for the use and assessment of technology in educational settings, specifically: *educational context (e.g., organizational and structural factors that contribute to the effective use of technology in school settings); *promising learning and teaching strategies; *promising technology-based assessment procedures and methods; *policy implementation issues; and *a summary of current research on the effective use of technology in education. Chapter authors represent a variety of perspectives and disciplines, from computer science, cognitive and educational psychology, and educational administration. Authors represent government, business, and university communities from within and outside the U.S. These multiple perspectives contribute to the overall understanding of current technology use in education and help in identifying future research needs. Technology Applications in Education: A Learning View explores the state of the art of technology in K-16 education from a learning perspective rather than a hardware/software view. It is designed for professionals and graduate students in the educational technology, training, assessment/evaluation, school administration, military psychology, and educational psychology communities. This book is characterized in the following montage of factors: *the primacy of learning as a focus for technology implementation; *a focus on technology uses in K-16 education; *a focus on the assessment of both individuals and teams; *a broad variety of methodological approaches from qualitative to instructional design to quantitative (e.g., structural equation modeling); *a need to support the development of technology-based curriculum and tools; and *a need for theory-driven and evaluation studies to increase our knowledge.

This volume presents the findings and recommendations of the American Educational Research Association's (AERA) Commission on Research in Black Education (CORIBE) and offers new directions for research and practice. By commissioning an independent group of scholars of diverse perspectives and voices to investigate major issues hindering the education of Black people in the U.S., other Diaspora contexts, and Africa, the AERA sought to place issues of Black education and research practice in the forefront of the agenda of the scholarly community. An unprecedented critical challenge to orthodox thinking, this book makes an epistemological break with mainstream scholarship. Contributors present research on proven solutions--best practices--that prepare Black students and others to achieve at high levels of academic excellence and to be agents of their own socioeconomic and cultural transformation. These analyses and empirical findings also link the crisis in Black education to embedded ideological biases in research and the system of thought that often justifies the abject state of Black education. Written for both a scholarly and a general audience, this book demonstrates a transformative role for research and a positive role for culture in learning, in the academy, and in community and cross-national contexts. Volume editor Joyce E. King is the Benjamin E. Mays Endowed Chair of Urban Teaching, Learning and Leadership at Georgia State University and was chair of CORIBE. Additional Resources Black Education [CD-ROM] Research and Best Practices 1999-2001 Edited by Joyce E. King Georgia State University Informed by diverse perspectives and voices of leading researchers, teacher educators and classroom teachers, this rich, interactive CD-ROM contains an archive of the empirical findings, recommendations, and best practices assembled by the Commission on Research in Black Education. Dynamic multi-media presentations document concrete examples of transformative practice that prepare Black students and others to achieve academic and cultural excellence. This CD-ROM was produced with a grant from the SOROS Foundation, Open Society Institute. 0-8058-5564-5 [CD-ROM] / 2005 / Free Upon Request A Detroit Conversation [Video] Edited by Joyce E. King Georgia State University In this 20-minute video-documentary a diverse panel of educators--teachers, administrators, professors, a "reform" Board member, and parent and community activists--engage in a "no holds barred" conversation about testing, teacher preparation, and what is and is not working in Detroit schools, including a school for pregnant and parenting teens and Timbuktu Academy. Concrete suggestions for research and practice are offered. 0-8058-5625-0 [Video] / 2005 / $10.00 A Charge to Keep [Video] The Findings and Recommendations of te AERA Commission on Research in Black Education Edited by Joyce E. King Georgia State University This 50-minute video documents the findings and recommendations of the Commission on Research in Black Education (CORIBE), including exemplary educational approaches that CORIBE identified, cameo commentaries by Lisa Delpit, Gloria Ladson-Billings, Kathy Au, Donna Gollnick, Adelaide L. Sanford, Asa Hilliard, Edmund Gordon and others, and an extended interview with Sylvia Wynter. 0-8058-5626-9 [Video] / 2005 / $10.00

Education in the Creative Economy explores the need for new forms of learning and education that are most conducive to supporting student development in a creative society. Just as the assembly line shifted the key factor of production from labor to capital, digital networks are now shifting the key factor of production from capital to innovation. Beyond conventional discussions on the knowledge economy, many scholars now suggest that digital technologies are fomenting a shift in advanced economies from mass production to cultural innovation. This edited volume, which includes contributions from renowned scholars like Richard Florida, Charles Landry, and John Howkins, is a key resource for policymakers, researchers, teachers and journalists to assist them to better understand the contours of the creative economy and consider effective strategies for linking education to creative practice. In addition to arguments for investing in the knowledge economy through STEM disciplines (science, technology, engineering and math), this collection explores the growing importance of art, design and digital media as vehicles for creativity and innovation.

This book probes the intellectual foundations of scholarly inquiry into educational administration, policy, and politics. The question of whether, and if so how, social science theories and methods contribute to an understanding of these issues is hotly debated today. Is there really a scientific basis for evaluating and/or improving educational administration, politics and policy? The contributors—all recognized scholars in the fields of educational organization, administration, policy and politics—tackle the question of epistemology directly, addressing anew what rules of scholarly conduct should guide research and practice in the field, and how those rules of inquiry should guide the training of scholars and education professionals. The Introduction places the chapters in a common intellectual framework for rebuilding confidence in social science inquiry and of the legitimacy of the university as an arbiter of scientific knowledge claims. New Foundations for Knowledge in Educational Administration, Policy, and Politics: Science and Sensationalism is directed to research scholars, faculty, graduate students, and policy agency staffers in the fields of educational policy, politics, and administration; educational evaluation; and educational foundations. It is well suited as a text for graduate courses in these areas.