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There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.
This study stresses the centrality of the theory of professions and professionalization for analysis of the relations between occupation and knowledge, state and strategy. Contributors explore the varied appearance and behaviour of various knowledge-based groups.
Explores the relationship between self-knowledge, individuality, and personal development by reconstructing Kant's account of personhood.
Based on a collection of chapters of leading scholars in the field, the purpose of this book is to intervene in current debates on the scientific foundation of psychological theory, methodology and research practice, and to offer an in-depth, situated and contextual understanding of psychological generalization. This book aims to contribute to a theoretical and methodological vocabulary which includes the subjective dimension of human life in psychological inquiry, and roots processes of generalization in persons’ common, social, cultural and material practices of everyday living. The volume is directed to students, professors, and researchers in psychology as well as to scholars in other branches of the humanities and social science where psychology and especially subjectivity, everyday practice and the development of psychological knowledge is an issue. The volume will be of particular interest to scholars in the field of cultural psychology, critical psychology, psychology of everyday life as well as psychological methodology and qualitative studies of everyday life including the various critical undergraduate, graduate, master, and PhD programs. The book will also be of special interest for scholars working in social psychology, history of psychology, general psychology, theoretical psychology, environmental psychology and political psychology.
The editors of WRITING IN KNOWLEDGE SOCIETIES provide a thoughtful, carefully constructed collection that addresses the vital roles rhetoric and writing play as knowledge-making practices in diverse knowledge-intensive settings. The essays in this book examine the multiple, subtle, yet consequential ways in which writing is epistemic, articulating the central role of writing in creating, shaping, sharing, and contesting knowledge in a range of human activities in workplaces, civic settings, and higher education.
This volume explores interdependencies between knowledge, action, and space from different interdisciplinary perspectives. Some of the contributors discuss knowledge as a social construct based on collective action, while others look at knowledge as an individual capacity for action. The chapters contain theoretical frameworks as well as experimental outcomes. Readers will gain insight into key questions such as: How does knowledge function as a prerequisite for action? Why are knowledge gaps growing and not diminishing in a knowledge society? How much knowledge is necessary for action? How do various types of knowledge influence the steps from cognition to action? How do different representations of knowledge shape action? What impact have spatial conditions for the formation of knowledge? What is the relationship between social and geographical space? The contributors consider rationality in social and economic theories as well as in everyday life. Attention is also given to action theoretic approaches and rationality from the viewpoints of psychology, post-structuralism, and human geography, making this an attractive book for students, researchers and academics of various backgrounds. This book is open access under a CC BY 4.0 license.
Knowledge Management has evolved into one of the most important streams of management research, affecting organizations of all types at many different levels. The Encyclopedia of Knowledge Management, Second Edition provides a compendium of terms, definitions and explanations of concepts, processes and acronyms addressing the challenges of knowledge management. This two-volume collection covers all aspects of this critical discipline, which range from knowledge identification and representation, to the impact of Knowledge Management Systems on organizational culture, to the significant integration and cost issues being faced by Human Resources, MIS/IT, and production departments.
"This edited book provides a foundation as to why writing as an independent discipline should be in progress, what sort of theoretical and practical implications should be in place for second language writers, and in what ways it can be possible to provide futuristic and linguistic perspectives on teaching writing to speakers of other languages"--
Whatever your reasons, kind reader, for reading these words,-what ever your premises about forewords, whatever the epistemic motivation with which you approach them-Iet me urge you to turn immediately to Kruglanski's first chapter and skim it. If any enthusiasm for sodal psy chology flows in your veins, you will certainly proceed then to read further in this important book. It represents some dozen years of Arie's thought and of his and his colleagues' research. Its intellectual scope covers 50 years of sodal psychology-from attitudes and attitude change, to balance, disso nance, and the various other cognitive consistency theories, to causal attribution, and to current cognitive sodal psychology. Sodal psycholo gists have recently begun to leave the fireside coziness of scribbling textbook catalogues of our field and to venture out into the cold, outdoor adventure of detecting (or creating?) its underlying structure. Of these attempts at providing scope plus order, Kruglanski's must surely be the most ambitious. For his is no mere overarching theory, which, like a circus tent over a diverse set of sideshows, covers everything but does little to provide thematic structure. Rather, Kruglanski tries to produce a basic reorganization of our thinking about sodal psychology. To use his LEGO blocks metaphor for the modification of knowledge structures, he attempts to dismantle the current assembly of elements of our field and reassemble them into a simpler and more coherent configuration.
In today's knowledge-driven world, innovation and innovation systems have become key policy issues. However, the extent of knowledge that is available on these concepts in less developed countries is still relatively low. Much of what we know about innovation theory and systems has come from the developed countries and reflects their world view. This apparent knowledge deficit has major implications for less developed countries. Innovation Systems and Capabilities in Developing Regions adds to the growing body of knowledge on developing countries. The theoretical and empirical case studies presented here advance the notion that, while developing countries may not engage in frontier research, a critical knowledge base upon which these countries compete for global markets is emerging. There is evidence that state and non-state actors are increasingly emphasising policies that sit within the framework of national innovation systems. This book illuminates this shift in policy competence at national levels. The contributions in this volume highlight the need for thorough understanding of the role of diffusion-based innovation linked to technology transfer and acquisition. They also provide empirical evidence on the drivers, dynamics and impact of such innovation in developing economies and the constraints that apply. Contributors also document the application of the innovation system approach in developing countries as well as the build-up and diffusion of technological capabilities within innovation systems. Academics, higher level students, policy makers and practitioners involved with innovation and the economics of technical change, particularly in developing countries, will find this a valuable book.