2nd Edition

Learning is a Verb
The Psychology of Teaching and Learning

ISBN 9781890871611
Published November 1, 2004 by Routledge
160 Pages

USD $34.95

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Book Description

This book explores a new way of thinking about teaching and learning. Its central goal is to help us understand how we think and learn; it will also help teachers understand children and offers a new and helpful perspective on the role of teaching.

The book provides an orientation or way of thinking about the psychological dimensions of teaching and learning. This orientation is discussed in relation to cultural shifts that have influenced all fields of study; in education and psychology, the shift is reflected in the works of such scholars as Piaget, Vygotsky, Bruner, and others. Their work marks a change from a mechanical view of learning to a view of learning as dynamic transformation.

In Learning Is a Verb, Sherrie Reynolds discusses how thinking about teaching and learning must change so that we can create conditions that help children think and interact with one another in helpful, healthy ways. Her engaging, conversational style, together with many examples and observations, will lead readers from reflection on their experiences to a deeper understanding of the changes needed in our educational system.

Table of Contents

1 From Harmony to "Certainty": A Brief History of Thought About Teaching and Learning
2 Post-Modernism: Order Out of Chaos
3 Emotions, Relationships, and the Emergent Mind
4 Mind Over Matter
5 Learning, Remembering, and Understanding
6 The Social Aspect of Ideas
7 Learning as a Condition for Teaching

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Sherrie Reynolds, Ph.D. (Texas Woman's University), was a professor of Educational Psychology at Texas Christian University, where she taught until her death in March 2014. Reynolds was also a faculty advisor to the Curriculum Studies department at TCU. In addition to Learning Is a Verb, she wrote a chapter in the 2004 edited volume Chaos, Complexity, Curriculum and Culture as well as numerous journal articles on educational reform, mentoring as teaching, and a taking a Goethean approach to science education. Her research interests included New Sciences as they apply to cognitive processes, caring and community building, social justice, and processes of change.