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ERIC Number: ED510954
Record Type: Non-Journal
Publication Date: 2010-Apr-30
Pages: 8
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: N/A
The Incoherence of Contemporary Pedagogical Reform: Metacognition through Crossdisciplinary Lenses
Kirshner, David
Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (Denver, CO, Apr 30-May 4, 2010)
This paper critiques the historical partnership between Education and Psychology in their coordinated search for theorizations of learning and teaching. Psychologists' construction of learning as an integrated set of processes (albeit complex and multifaceted) subserves the historical imperative of this preparadigmatic science to achieve paradigmatic consensus as a mature science. Joining with Psychology, Education loses the ability to address learning theory as the fragmented, locally coherent domain that it is today. The disadvantages of the integrative interpretation of learning are illustrated in this paper with respect to the contradictory roles played by metacognition in contemporary programs of pedagogical reform.
Publication Type: Information Analyses; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A