Power to Transform

Leadership That Brings Learning and Schooling to Life

Inbunden, Engelska, 2006

469 kr

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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.

Produktinformation

Utgivningsdatum2006-04-07
Mått163 x 236 x 25 mm
Vikt463 g
FormatInbunden
SpråkEngelska
Antal sidor272
FörlagJohn Wiley & Sons Inc
ISBN9780787975012

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Utbildningsstrategier och utbildningspolitik inom Psykologi och pedagogik

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.

Preface: The Call for a Radical New Story of Learning and Schooling xiGratitudes xixAbout the Author xxiiiPrologue: Songlines xxvPart One: The Journey Toward Wholeness 1 1 Firestorm or Gift? 3 The Power of Story 2 What Living Systems Teach Us 19 3 Nurturing Integral Habits of Mind 37 4 A New Learning Landscape 67 Aspen Grove by DesignPart Two: Designing the New Learning Landscape 77 5 Integrity 79 Naming and Owning Our Integral Learning Identity 6 Vibrancy 97 Generating and Using Abundant Learning Information 7 Interdependence 107 Inviting and Sustaining CollaborativeLearning Relationships 8 Coherence 117 Stimulating Creative and Self-Organizing Learning Processes 9 Sustainability 131Weaving and Mapping Networked Learning Patterns 10 Stability 143 Creating Flexible, Temporary, and Adaptive Learning Structures 11 A Generative Community for Integral Learning Aspen Grove Revisited 171Part Three: A Call for Leaders 18312 The Right Moment 185Answering the Call13 Elder-Leadership 191Changing the Current Story14 Creating the Radical New Story ofLearning and Schooling 197Afterword: A Letter to My Grandchildren 211American Psychological Association Principles for Learner-Centered Education 215Howard Gardner’s “Multiple Intelligences” 217The Two Stories of Learning and Schooling Contrasted 219Notes 227Index 235