Rather than simply outlining the classical and modern theories of learning, this widely adopted text brings the material to life through case studies that engage students in debates about what really happens in classrooms. Students are encouraged to test the strengths and weaknesses of each theory so that, ultimately, they will learn to formulate their own philosophies of teaching and learning.The new Fifth Edition of Perspectives on Learning features:A discussion of common sense and learning theories.A new chapter on Transfer of Learning.Consideration of recent developments in brain science.A thoroughly updated list of Recommendations for Further Reading.Perspectives on Learning is one of the five books in the highly regarded Teachers College Press Thinking About Education Series, now in its Fifth Edition. All of the books in this series are designed to help pre- and in-service teachers bridge the gap between theory and practice.Table of Contents:AcknowledgementsA Note to the InstructorChapter 1INTRODUCTIONLearningThe Teacher's ResponsibilityThe Variety of TheoriesAn Objection: We Don't Need Theories, Just Common SenseThe Plan of the BookChapter 2CLASSICAL THEORIESPlato's Theory of LearningCase OneThe Lockean Atomistic ModelCase 2A CritiqueCase ThreeChapter 3BEHAVIORISMClassical ConditioningOperant ConditioningCase OneB. F. SkinnerStrengths and WeaknessesCase TwoChapter 4PROBLEM SOLVING, INSIGHT, AND ACTIVITYThe Gestalt ApproachCase OneThe Inquiring OrganismThe Mind of the LearnerChapter 5PIAGETIAN STRUCTURES AND PSYCHOLOGICAL CONSTRUCTIVISMDevelopment of Cognitive StructuresThe Principles of ConstructionCase OneSome Critical IssuesGuidelines for EducatorsConstructivist Approaches to Learning After PiagetChapter 6SOCIAL ASPECTS OF LEARNINGSocial Influences on the "Piagetian Child" John DeweyCase OneVygotsky and OthersCase TwoCase ThreeSituated Cognition and Legitimate Peripheral Participation in Communities of PracticeCulture and LearningChapter 7COGNITIVE STRUCTURES AND DISCIPLINARY STRUCTURESMaps and OrganizersAn ExerciseThe Structure of DisciplinesBruner, Schwab, and HirstAn EvaluationChapter 8TRANSFER OF LEARNINGCase OneRelated Notions: Mental and Formal DisciplineCase TwoFurther Clarification and ExamplesCase ThreeCase Four: An Early Empirical StudyWhere Do We Stand TodayChapter 9THE COGNITIVE SCIENCE APPROACHModels: Pros and ConsThe Heuristic Value for ResearchersThe Heuristic Value for TeachersSome Deficiencies of the Computer ModelUnderstanding, Meaning, and the "Chinese Room" An ExerciseCase One: Benny's MathematicsPlato and the MindChapter 10ARGUMENTS AND ISSUESThe Relation of Learning Theory to TeachingDifferent Kinds of Learning? A Starting Place for LearningLearning and Behavior ChangeThe Scientific Status of Gestalt and Behaviorist TheoriesDifferent Teaching-Learning StrategiesTeaching, Learning, and Stages of DevelopmentLearning to ReadLearning Facts and StructuresLearning ResponsibilityLearning Theory and Artificial IntelligenceLearning to Balance Chemical EquationsThe Evaluation of Verbal and Skill LearningLearning the Meaning of AddingLearning ShakespeareCulture and LearningIndividualized LearningA Problem with Multiple Theories of LearningReferences, Notes, and Further ReadingAnnotated Bibliography
D. C. Phillips is Professor of Education and Philosophy Emeritus, School of Education at Stanford University.Jonas F. Soltis is William Heard Kilpatrick Professor Emeritus of Philosophy and Education at Teachers College, Columbia University.