Through a collection of contributions from an international team of empirical researchers and philosophers, New Philosophies of Learning signals the need for a sharper critical awareness of the possibilities and problems that the recent spate of innovative learning techniques presents.
Explores some of the many contemporary innovations in approaches to learning, including neuroscience and the focus on learners’ well-being and happiness
Debates the controversial approaches to categorising learners such as dyslexia
Raises doubts about the preoccupation with quasi-mathematical scrutiny and the neglect of ethical reflection about education
Discusses the possible grounds for concern, without exaggerating their similarities or offering sweeping judgements
Includes contributions from empirical researchers and philosophers, including Usha Goswami, Howard Gardner, Julian Elliott, David Bakhurst, John White and Christopher Winch
About the Author
Ruth Cigman did her PhD in Philosophy of Music at Cambridge University, and has taught philosophy for many years in the US and the UK. She is currently Ethics Lead at the Academic Centre for Medical Education, University College London, and Senior Research Fellow in Philosophy of Education at the Institute of Education University of London.
Andrew Davis’s career includes eight years in primary schools, six at Cambridge University and over eighteen at Durham University where he is a Research Fellow. He has worked for the Quality Assurance Agency as a Subject Specialist Reviewer and directed Argument Matters, a strand of the National Academy for Gifted and Talented Youth Durham summer school for four years. Ruth Cigman and Andrew Davis are Joint-Managing Editors of the Impact series on educational policy, published by the Philosophy of Education Society of Great Britain.
Features
Explores aspects of some contemporary innovations in approaches to learning, including neuroscience and the focus on learners’ well-being and happiness
Debates the controversial approaches to categorising learners such as dyslexia
Raises doubts about the preoccupation with quasi-mathematical scrutiny and the neglect of ethical reflection about education
Discusses the possible grounds for concern, without exaggerating their similarities or offering sweeping judgements
Includes contributions from empirical researchers and philosophers, including Usha Goswami, Howard Gardner, Julian Elliott, David Bakhurst, John White and Christopher Winch
