• Summary
  • Contents
  • Subject index

The concept of ‘pedagogy’ has become increasingly important as a frame of reference for debate about teaching and learning. In this book the authors analyze and explore contemporary ideas of pedagogy through the work of key figures including Freire, Montessori, and Vygotsky, and explain how a new conception of pedagogy could transform educational institutions, particularly schools.


Intelligent behaviour is not characteristically the solo dance of a naked brain.

In the last chapter we looked in some detail at the Schools for Thought programme. Beverley Caswell and her colleagues were attempting to refocus some of the basic assumptions of learning and teaching. First, they explicitly require an active rather than a passive role for the learner. Second, learner potential is seen as flexible and expandable, not finite. This reflects our second assertion that the mind must be viewed as complex and multi-faceted. And third, the pedagogic setting is created as a community of mutual learners with teachers and learners both actively engaged in the process of knowledge construction. These assumptions and consequent practices interrelate. Ideas about potential, for example, influence the process ...

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