• 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.


At the heart of the pedagogic process is the space in which the planned, enacted and experienced come together.

Knowledge profoundly influences pedagogy. And pedagogy can transform knowledge in myriad ways. This symbiotic relationship is central to any understanding of pedagogic processes and ambitions. Knowledge is intrinsically linked to the way our minds make sense of the world. The dispositions we elaborated on in the previous chapter are manifest in knowledge contexts. We have, for example, argued the importance of seeing learning as a social process, something that does not happen just ‘inside the head’ but through interaction with the world around us. And that involves not just the physical world but the knowledge we have of what others know. Our minds have very sophisticated ...

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