Education as an intergenerational process of human learning, teaching, and development
Bibliographic Data
| ID | 13350482 |
|---|---|
| Authors | Michael Cole (0000-0003-3055-8593, University of California San Diego, corresponding author) |
| Year | 2010 |
| Volume | 65 |
| Issue | 8 |
| Pages | 796-807 |
| Publication date | 2010-11-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Psychologist (JOURNAL) |
| Journal identifiers | ISSN: 0003-066X • E-ISSN: 1935-990X |
| Publisher | American Psychological Association (PUBLISHER • US) |
| DOI | 10.1037/0003-066x.65.8.796 |
| PMID | 21058787 |
| OpenAlex | W2333782612 |
| Language | EN |
| References cited | 9 |
In this article I argue that the future of psychological research on educational processes would benefit from an interdisciplinary approach that enables psychologists to locate their objects of study within the cultural, social, and historical contexts of their research. To make this argument, I begin by examining anthropological accounts of the characteristics of education in small, face-to-face, preindustrial societies. I then turn to a sample of contemporary psychoeducational research that seeks to implement major, qualitative changes in modern educational practices by transforming them to have the properties of education in those self-same face-to-face societies. Next I examine the challenges faced by these modern approaches and briefly describe a multi-institutional, multidisciplinary system of education that responds to these challenges while offering a model for educating psychology students in a multigenerational system of activities with potential widespread benefits
Argument (complex analysis · Educational research · Engineering ethics · Face (sociological concept · Multidisciplinary approach · Pedagogy · Process (computing · Social science · Sociology · Cultural Differences and Values · Early Childhood Education and Development · Psychology · Social Representations and Identity
Learning together
Situating learning in communities of practice.
Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
Mind as Action
The Ecology of Human Development
Firsthand Learning Through Intent Participation
Curriculum-Based Ecosystems
Becoming a Kwoma
An Outline of the Native Conception of Education in Africa
| Highly cited | No |
|---|