Encouraging Learning: Towards a Theory of the Learning School.

Autor/inn/en	Nixon, Jon; und weitere
Titel	Encouraging Learning: Towards a Theory of the Learning School.
Quelle	(1996), (152 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-335-19087-1
Schlagwörter	Stellungnahme; Democracy; Educational Change; Educational Policy; Educationally Disadvantaged; Foreign Countries; Free Enterprise System; Learning Strategies; School Restructuring; Secondary Education; Social Influences; Social Structure; Sociocultural Patterns; Student Motivation; United Kingdom + Suchen Sie Ihr Suchwort? Demokratie; Bildungsreform; Politics of education; Bildungspolitik; Ausland; Freie Wirtschaft; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schulreformplan; Schulumwandlung; Sekundarbereich; Sozialer Einfluss; Sozialstruktur; Soziokulturelle Theorie; Schulische Motivation; Großbritannien
Abstract	Serious confrontation of the problems facing education requires a reform of the organizing principles of learning: a shift from an instrumental purpose to the moral and political purpose of cultural renewal, from learning for economic purposes to learning for citizenship. This book focuses on the work of secondary schools in the contexts of disadvantage and on the overwhelming need to motivate young people and foster in them a sense of purpose and optimism. Chapter 1 presents an overview of changes in educational policy in England and Wales from 1988 to the present. It argues that alternative reform agendas of recent years have failed to grasp the magnitude of disadvantage or to understand the social, moral, and political significance of change. The second chapter explores the different conceptions of learning that have prevailed in the postwar period and what they imply for developing young people's senses of worth and capacities. It defines learning in terms of agency and capacity and describes the institutional structures and cultural forms that underlay the different learning patterns. Chapters 3 and 4 articulate the codes, practices, and institutional structures of schools that express the values of active learning, which are essential if schools are to become "learning schools." The process requires shifts at a number of levels to a value-driven institutional level, integrative practices, and codes of cultural differentiation. The final chapter develops a vision of schools within a learning democracy. Five figures and an index are included. (Contains 117 references.) (LMI)
Anmerkungen	Open University Press, Taylor & Francis, 1900 Frost Road, Suite 101, Bristol, PA 19007 ($24.95 payable to Taylor & Francis).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC