作者: Kenneth A. Bruffee
DOI:
关键词: Cooperative learning 、 Knowledge community 、 Philosophy of education 、 Curriculum 、 Mathematics education 、 Educational technology 、 Collaborative learning 、 Adult education 、 Sociology 、 Pedagogy 、 Higher education
摘要: In Collaborative Learning, Kenneth Bruffee advocates a far-reaching change in the relations we assume between college and university professors their students, learned learning. He argues that nature source of authority is central issue education our time, if continue to teach exclusively stand-up-and-tell-'em way, students will miss opportunity learn mature, effective interdependence-and this, maintains, most important lesson should expect learn. The book makes three related points. First, begin thinking about colleges universities, they themselves, not as stores information but institutions reacculturation. Second, think purveyors agents cultural who foster reacculturation by marshaling interdependence among student pers. And third, universities revise longstanding assumptions knowledge classroom authority. To accomplish author both must collaboratively. Describing practical value activities encouraged collaborative approach-students working consensus groups research teams, tutoring peers, helping each other with editing revision-Bruffee concludes that, short run, learning helps better-more thoroughly, more deeply, efficiently-than alone. long best possible preparation for real world, look beyond teachers, practice craft interdependence, construct very way academic disciplines professions do. With no loss respect expertise, depend on one another, rather than depending experts teachers. second edition this widely respected work, argument sharply focused need top bottom, understand differently order change. Several chapters, including computers, have been throughly revised, new chapters added: differences cooperative learning; literary study teaching literature; postgraduate education. From COLLABORATIVE LEARNING, edition: ON THE CURRICULUM: Behind every public debate curriculum today lie comfortably unchallenged traditional assumptions. When become fully aware how deeply irremediably these challenged twentieth-century thought, see potentially serious, perhaps rancorous divisive, educational lies wait us. SOCIAL CONSTRUCTION OF KNOWLEDGE: Remember time Aunty Molly sat Thanksgiving turkey? Tell such story at family party members follow easily get point, because are all same small community. They know people situation family's private references. But try tell neighbors or colleagues. For them you explain lot obscure details events personalities they're familiar with. That is, when smaller community sets out integrate itsuelf into larger one, level discourse has changes even its meaning it becomes constituting narrative complex main purpose help older adolescents adults renegotiate membership encompassing common culture. foundational shapes us children sooner later circumscribes lives. We never entirely outgrow local, communities which born. people, cope degree another diversity complexity human life local does (locally) foundational. POSTGRADUATE EDUCATION: problem graduate do what know. under social conditions alienation aggression. Indeed, mmbers current faculties were selected profession part evidenced those traits. As result, fine superb reputations scholars critics may some cased actually subvert ability construct, learinng an adult process, role leadership adults.