ERIC Number: ED393545
Record Type: Non-Journal
Publication Date: 1994
Reference Count: N/A
Empowering the Child: Nurturing the Hungry Mind. Elementary Education for the 21st Century.
Hartjen, Raymond H.
The theme of this book is self-initiated learning. It provides a framework to examine the dynamics of how children learn in this new environment. Chapter 1, "Underlying Rationale and Overview," discusses the rationale underlying a new philosophy of education. Chapter 2, "Background and Characteristics of a Self-Initiated Learning Classroom," is a review of dimensions of self-initiated learning supported in part through four vignettes depicting the adaptability of children. Chapter 3, "Our Educational Heritage," is a review of how the Horace Mann principles of education are applied. Chapter 4, "Life-Coping Skills/School as Community," discusses how the socio-cultural environment becomes the community where self-initiated learning flourishes. Chapters 5 to 8, "Long-Term Attending Skills,""Self-Initiated Learning,""Thinking Skills," and "Creativeness vs. Destructiveness," discuss the new basic skills of focused behavior, self-initiation, thinking and creativeness, the four rules of lifelong learning, with some insights to support the tenet that these are the key elements of child development. Chapter 9, "Nurturing the Hungry Mind," gives a brief picture of a rule-based classroom. Chapter 10, "Relating Self-Initiated Learning to Current Trends in Education," relates self-initiated learning to current trends. Contains 20 references. (MOK)
Descriptors: Active Learning, Behavior Theories, Creative Development, Discovery Learning, Educational Environment, Educational Theories, Elementary Education, Independent Study, Interpersonal Competence, Nontraditional Education, Student Motivation, Teacher Role, Thinking Skills, Time on Task
Publishers Distribution Service, 6893 Sullivan Road, Grawn, MI 49637; Alternative Education Press, Ltd., P.O. Box 265, Port Tobacco, MD 20677 ($14.95, plus $3 shipping and handling).
Publication Type: Books; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A