Thinking in, around, and about the Curriculum: The Role of Cognitive Education

Autor/in	Haywood, H. Carl
Titel	Thinking in, around, and about the Curriculum: The Role of Cognitive Education
Quelle	In: International Journal of Disability Development and Education, 51 (2004) 3, S.231-252 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
Schlagwörter	Teaching Methods; Adolescents; Program Descriptions; Logical Thinking; Educational Change; Preschool Children; Intelligence; Cognitive Development; Self Motivation; Metacognition + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Bildungsreform; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Intelligenz; Klugheit; Kognitive Entwicklung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	Although everybody agrees that education reform is needed, there is little agreement on the nature of the problems, and certainly not on the remedies; nevertheless, there is a central focus on curriculum issues. Three principal points are addressed in this paper: (a) new approaches in education are urgently needed, (b) new educational approaches require revised concepts of the nature and development of human abilities, and (c) those new concepts must lead inevitably to emphasis on the acquisition, growth, and application of systematic processes of logical thinking, which is to say, "cognitive" or "metacognitive" education. The author presents a "transactional perspective" on human abilities, with three principal components: intelligence, cognitive processes, and intrinsic motivation. Intelligence and cognitive processes differ with respect to their respective sources, their relative modifiability, their composition, methods of assessment, and the role of parents and teachers in their development. Individual differences in intrinsic motivation are associated with differences in learning effectiveness that are not accounted for by the other two components of the transactional model, which is transactional rather than merely interactive because the ability of any one of the three principal components to influence development of either or both of the other two changes with each effect of one upon another. Two programs of cognitive education, one for preschool children, the other for older children, adolescents, and adults, are described and data are presented showing that systematic classroom application of such programs by well trained teachers can lead to enhancement of cognitive development, intrinsic motivation, and even IQ. Further, relatively long-term evaluative studies demonstrate that there are positive and long-lasting effects of cognitive education on subsequent learning and school achievement. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10