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Peer reviewed Peer reviewed
ERIC Number: EJ538764
Record Type: CIJE
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0017-8055
Cognition, Complexity, and Teacher Education.
Davis, Brent; Sumara, Dennis J.
Harvard Educational Review, v67 n1 p105-25 Spr 1997
An enactivist model of cognition proposes that thinking occurs through interaction, not in individual minds. As experiences in an inner-city elementary school suggest, an enactivist approach blurs lines between knower and known, teacher and student, and teaching and learning are better understood as mutual, evolving practices. (SK)
Descriptors: Elementary Education, Epistemology, Interaction, Learning Theories, Teacher Education, Teaching Methods, Thinking Skills
Publication Type: Opinion Papers; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Complexity Theory; Enactivist Theory