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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
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Searching... | 30000010162652 | LB2822.8 M374 2006 | Open Access Book | Book | Searching... |
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Summary
Summary
In this important new book, Stephanie Pace Marshall argues that by focusing on reforming the contents of schooling and not transforming the context and conditions of learning, we have created false proxies for learning and eroded the potentially vibrant intellectual life of our schools. Finishing a course and a textbook has come to mean achievement. Listening to a lecture has come to mean understanding. Getting a high score on a standardized test has come to mean proficiency. Credentialing has come to mean competence. To educate our children wisely requires that we create generative learning communities, by design. Such learning communities have their roots in meaning, not memory; engagement, not transmission; inquiry, not compliance; exploration, not acquisition; personalization, not uniformity; interdependence, not individualism; collaboration, not competition; and trust, not fear.
Author Notes
Stephanie Pace Marshall , Ph.D. is internationally recognized as a pioneer in leading educational transformation. She is the founding and current president of the Illinois Mathematics and Science Academy; the founding president of the National Consortium for Specialized Secondary Schools of Mathematics, Science, and Technology; and a past president of the Association for Supervision and Curriculum Development. Dr. Marshall has worked in all levels of education--elementary, middle school, high school, and university.
Table of Contents
Preface: The Call for a Radical New Story of Learning and Schooling | p. xi |
Gratitudes | p. xix |
About the Author | p. xxiii |
Prologue: Songlines | p. xxv |
Part 1 The Journey Toward Wholeness | p. 1 |
1 Firestorm or Gift?: The Power of Story | p. 3 |
2 What Living Systems Teach Us | p. 19 |
3 Nurturing Integral Habits of Mind | p. 37 |
4 A New Learning Landscape: Aspen Grove by Design | p. 67 |
Part 2 Designing the New Learning Landscape | p. 77 |
5 Integrity: Naming and Owning Our Integral Learning Identity | p. 79 |
6 Vibrancy: Generating and Using Abundant Learning Information | p. 97 |
7 Interdependence: Inviting and Sustaining Collaborative Learning Relationships | p. 107 |
8 Coherence: Stimulating Creative and Self-Organizing Learning Processes | p. 117 |
9 Sustainability: Weaving and Mapping Networked Learning Patterns | p. 131 |
10 Stability: Creating Flexible, Temporary, and Adaptive Learning Structures | p. 143 |
11 A Generative Community for Integral Learning: Aspen Grove Revisited | p. 171 |
Part 3 A Call for Leaders | p. 183 |
12 The Right Moment: Answering the Call | p. 185 |
13 Elder-Leadership: Changing the Current Story | p. 191 |
14 Creating the Radical New Story of Learning and Schooling | p. 197 |
Afterword: A Letter to My Grandchildren | p. 211 |
American Psychological Association Principles for Learner-Centered Education | p. 215 |
Howard Gardner's "Multiple Intelligences" | p. 217 |
The Two Stories of Learning and Schooling Contrasted | p. 219 |
Notes | p. 227 |
Index | p. 235 |