The SAGE Handbook of Learning
- David Scott - University College London Institute of Education, UK
- Eleanore Hargreaves - UCL Institute of Education, UK
"Profound and useful, readers will benefit from the systematic treatment of learning through superb scholarship. Cultural-philosophical-curricular-pedagogical-historical perspectives on learning, curriculum, pedagogy, and assessment, and learners make this collection unique." - Carol A. Mullen, Professor of Educational Leadership, Virginia Tech
Learning is a fundamental topic in education. Combining traditional views of learning and learning theory with sociocultural and historical perspectives, this Handbook brings together original contributions from respected researchers who are leading figures in the field.
The editors provide a insightful introduction to the topic, and the theories, frameworks, themes and issues discussed in the individual chapters are central to each and every learning episode.
The Handbook is organized into four sections, each beginning with a short introduction:
- Philosophical, Sociological and Psychological Theories of Learning
- Models of Learning
- Learning, Curriculum, Pedagogy and Assessment
- Learning Dispositions, Life-Long Learning and Learning Environments
Profound and useful, readers will benefit from the systematic treatment of learning through superb scholarship. Cultural-philosophical-curricular-pedagogical-historical perspectives on learning, curriculum, pedagogy, and assessment, and learners make this collection unique. This handbook will make an excellent contribution to the field of learning and especially for researchers, faculty, and practitioners for whom learning informs their consciousness about their work. I want my copy now so I can make use of it in my own research and teaching.
This wide ranging text provokes thinking about learning from four angles: theories of learning; elements of learning; curriculum,pedagogy and assessment; and the learner. It brings together an impressive array of some of the best researchers and authors on learning, each contributing their perspective on the topic of learning from fundamental philosophical and conceptual arguments about the relationship between knowledge and learning; teachers communities of practice; and understanding of children's voices in the classroom. The contributions are organised in to Parts; each Part is given an introduction by Scott and Hargreaves, who also provide a scene setting introduction and conclusion or endpoint to the Handbook. This is a major piece of work which researchers and academics will find a most valuable resource.
This new Handbook of Learning from Sage brings together a wide range of critical discourses in what is a very contested field. While it is not possible to conceptually disentangle learning from the learner, as the former is manifested in the latter, the handbook uses this structure to arrange chapters that give a deep insight into the issues of the nature of learning and the place of the learning in framing that nature. A third section on curriculum, pedagogy and assessment provides the contextual application for the theories and models espoused. I endorse this book as a valuable addition to any academic library.
