Screen LibraryNetworks of mind : learning, culture, neuroscience /
"This ground breaking book is unique in bringing together two perspectives on learning - sociocultural theory and neuroscience. Drawing on both perspectives, it foregrounds important developments in our understanding of what learning is, where and how learning occurs and what we can do to under...
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| Main Authors: | |
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| Group Author: | ; |
| Published: |
Routledge,
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| Publisher Address: | Abingdon, Oxon ; New York : |
| Publication Dates: | 2014. |
| Literature type: | Book |
| Language: | English |
| Subjects: | |
| Summary: |
"This ground breaking book is unique in bringing together two perspectives on learning - sociocultural theory and neuroscience. Drawing on both perspectives, it foregrounds important developments in our understanding of what learning is, where and how learning occurs and what we can do to understand learning as an everyday process.Leading experts from both disciplines demonstrate how sociocultural ideas (such as the relevance of experience, opportunity to learn, environment, personal histories, meaning, participation, memory, and feelings of belonging) align with and reflect upon new underst |
| Carrier Form: | viii, 224 pages ; 25 cm |
| Bibliography: | Includes bibliographical references (pages 209-222) and index. |
| ISBN: |
9780415683746 (hardback) : 0415683742 (hardback) 9780415683753 (paperback) 0415683750 (paperback) |
| Index Number: | LB1060 |
| CLC: | B842.3 |
| Call Number: | B842.3/H177 |
| Contents: | Introduction: Making the case for examining sociocultural theory and neuroscience -- Defining brain -- The making of minds -- The making of culture -- A heuristic for avoiding a totalizing concept of culture -- Making connections : learning and pedagogy -- Constructing success and failure -- Explaining talent : opportunity to learn -- #Language -- Emotion : my many coloured days -- Coming to mind : telling the story of memory and identity -- Sociocultural and neuroscientific metaphors for understanding learning -- Tensions and struggles over explanations for learning : resisting a neurobiolo |