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ERIC Number: ED354546
Record Type: Non-Journal
Publication Date: 1992-Mar
Pages: 20
Abstractor: N/A
Reference Count: N/A
A Foreshadowing of Modern Theories and Practices of Collaborative Learning: The Work of Scottish Rhetorician George Jardine.
Gaillet, Lynee Lewis
Learning theorist Kenneth Bruffee traces the roots of collaborative learning in American college classrooms back to the early 1970s when changing educational needs necessitated adapting conventional college classroom practices to the needs of new students. Traditional pedagogy had failed because of the growth in the number of nontraditional learners in the collegiate body, the alienating nature of learning in large classrooms with too many students, and the decline of freshman entry-level skills in reading, writing, speaking, listening, and thinking. However, there is a much earlier precedent, and George Jardine, professor of logic and philosophy at the University of Glasgow from 1774 to 1826, should figure prominently in any history of collaborative learning. Jardine's pedagogical plan describes (1) the role of the teacher in the peer-editing process; (2) the rules peer-editors should follow; (3) methods of reporting criticism to the author and other class members; (4) ways to solve difference of opinion between critic and author; and (5) the advantages of such a system of examination. Jardine's work reflects that of more recent collaborative learning theorists like Bruffee and Jerome Bruner who assert that learning is essentially a social act. Jardine's methods of instruction and curriculum revision bear directly on the theory of language and the means of improving the power of communication by writing rather than by speech. (SAM)
Publication Type: Historical Materials; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A