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New Learning Online
  • Transpositional Grammar
    • • NEWS
    • • TABLE OF CONTENTS
    • • VIDEO VERSION
    • On Meaning
    • Reference
    • Agency
    • Structure
    • Context
    • Interest
    • • SUPPORTING MEDIA
    • On Meaning
    • Reference
    • Agency
    • Structure
    • Context
    • Interest
  • New Learning
    • New Learning Courses
    • Chapter 1: New Learning
    • Chapter 2: Life in Schools
    • Chapter 3: Learning For Work
    • Chapter 4: Learning Civics
    • Chapter 5: Learning Personalities
    • Chapter 6: The Nature of Learning
    • Chapter 7: Knowledge and Learning
    • Chapter 8: Pedagogy and Curriculum
    • Chapter 9: Learning Communities at Work
    • Chapter 10: Measuring Learning
    • Chapter 11: Technology in Learning
    • Keywords
    • Resources
  • Literacies
    • Chapter 1: Literacies on a Human Scale
    • Chapter 2: Literacies' Purposes
    • Chapter 3: Literacies Pedagogy
    • Chapter 4: Didactic Literacy Pedagogy
    • Chapter 5: Authentic Literacy Pedagogy
    • Chapter 6: Functional Literacy Pedagogy
    • Chapter 7: Critical Literacy Pedagogy
    • Chapter 8: Literacies as Multimodal Designs for Meaning
    • Chapter 9: Making Meaning by Reading
    • Chapter 10: Making Meaning by Writing
    • Chapter 11: Making Visual Meanings
    • Chapter 12: Making Spatial, Tactile, and Gestural Meanings
    • Chapter 13: Making Audio and Oral Meanings
    • Chapter 14: Literacies to Think and to Learn
    • Chapter 15: Literacies and Learner Differences
    • Chapter 16: Literacies Standards and Assessment
    • Keywords
  • Multiliteracies
    • Theory
    • Overview Videos
    • Lecture at University of Texas, Austin
    • Melbourne Videos
    • References
  • Learning by Design
    • Quick Start
    • The New School
    • L-by-D Principles
    • Pedagogy
    • Learner Diversity
    • Multimodality
    • Getting Started
    • The Placemat
    • The Learning Module
    • The Knowledge Processes
    • Assessment
    • L-by-D Theory
    • Glossary
    • About Learning by Design
    • R & D Project
    • Published Research
    • Contact
  • e-Learning Ecologies
    • Affordance 1: Ubiquitous Learning
    • Affordance 2: Active Knowledge Making
    • Affordance 3: Multimodal Meaning
    • Affordance 4: Recursive Feedback
    • Affordance 5: Collaborative Intelligence
    • Affordance 6: Metacognition
    • Affordance 7: Differentiated Learning
    • Five Theses on the Future of Learning
    • Further Reading
  • CGScholar
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    • K-12 School Applications
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    • Published Research
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Contents
  • New Learning Courses
  • Chapter 1: New Learning
    • Video Mini-Lectures
      • What is "New Learning"
      • Teaching as an Art and Science
      • Learning and Education: Defining the Key Terms
      • Formal and Informal Learning
      • Learning Community, Curriculum and Pedagogy
      • Modern Educational Institutions
      • Models of Pedagogy
      • What Kind of Science is Education?
      • Education as the Science of Coming to Know
    • Supporting Material
      • Peters on the Knowledge Economy
      • Political Leaders, Speaking of Education [Nelson Mandela]
      • Political Leaders, Speaking of Education [Aung San Suu Kyi]
      • Political Leaders, Speaking of Education [Ellen Johnson Sirleaf]
      • Political Leaders, Speaking of Education [Queen Rania Al Abdullah]
    • Video Mini-Lectures
      • Changing Social Contexts of Learning
      • The Profession of Education
      • Contemporary Social Contexts of Education
      • Changing Roles for the Teacher
      • Changing Sites of Learning
      • Education as Designs for Social Futures
    • Supporting Material
      • No Future Left Behind
      • McMahon on the Economics of Education
      • Web 2.0 … The Machine is Us/ing Us
      • Kalantzis and Cope, New Tools for Learning: Working with Disruptive Change
      • A Vision of K-12 Students Today
      • James Gee, Video Games are Good for Your Soul
      • The Fun They Had
      • Wagner, The Global Achievement Gap
      • Kalantzis and Cope: A Charter for Change in Education
  • Chapter 2: Life in Schools
    • Video Mini-Lectures
      • Models of Pedagogy: Didactic, Authentic and Transformative
      • Dimensions of Pedagogy
      • Didactic Pedagogy, as Felt Subjectively
      • Analyzing Didactic Pedagogy Part 1
      • Analyzing Didactic Pedagogy Part 2
      • Didactic Pedagogy Today
    • Supporting Material
      • Winston Churchill’s School Days
      • Yan Pho Lee’s School Days
      • George Orwell’s School Days
      • Maintaining Classroom Discipline
      • Charles Darwin’s School Days
      • Charles Dickens Introduces Mr Gradgrind
      • Audre Lorde’s School Days
      • Mahatma Gandhi’s School Days
      • 13 Times 7 is 28
    • Video Mini-Lectures
      • The Origins of Authentic Pedagogy
      • Analyzing Authentic Pedagogy Part 1
      • Analyzing Authentic Pedagogy Part 2
      • Critiques of Authentic Pedagogy
    • Supporting Material
      • Jean-Jacques Rousseau on Emile’s Education
      • Maria Montessori on ‘Free, Natural’ Education
      • John Dewey on Progressive Education
      • Early Progressive Education
      • A.S. Neill’s Summerhill
      • Rabindranath Tagore’s School at Shantiniketan
      • Kohn on Progressive Education
      • A Critique of Progressive Education
    • Video Mini-Lectures
      • The Social Context of Transformative Pedagogy
      • Education to Transform the Conditions of Individual and Social Life
      • Analyzing Transformative Pedagogy Part 1
      • Analyzing Transformative Pedagogy Part 2
      • Analyzing Transformative Pedagogy Part 3
    • Supporting Material
      • Bill Gates on American Schools
      • Kalantzis and Cope, A Learning Journey
      • Transformative Education Case Studies
      • The MET: No Classes, No Grades and 94% Graduation Rate
      • Class Work
      • Children Learning on their Own
      • Discovery 1, Christchurch
      • Ivan Illich on ‘Deschooling’
      • Ken Robinson on How Schools Kill Creativity
      • I Did It All By Myself
      • Paulo Freire on Education that Liberates
      • Classrooms of the Heart
  • Chapter 3: Learning For Work
    • Henry Ford on His Car Factory
    • Karl Marx and Fredrick Engels on Industrial Capitalism
    • Frederick Winslow Taylor on ‘Scientific Management’
    • Michel Foucault on the Power Dynamics in Modern Institutions
    • Going to School in Richmond, 1900
    • Women in the Workforce
    • From Assembly Line to Just-in-Time
    • After Fordism: Piore and Sabel on Flexible Specialisation
    • Peters and Waterman, ‘In Search of Excellence’
    • Dewey on Education for Active Workers
    • Richard Sennett on the New ‘Flexibility’ at Work
    • Productive Diversity Case Studies
    • Daniel Bell on the Post-Industrial Society
    • Yoneji Masuda on the Information Society
    • Peter Drucker on the New Knowledge Manager
    • Gee on the Needs of New Workplaces
    • Working at Google
    • Educating for the Knowledge Society
    • Davidson on New Learning for New Work
    • Generation Y at Work
    • It’s Our Responsibility to Engage Them
  • Chapter 4: Learning Civics
    • George Orwell, 1984
    • Gellner on the Meaning of Nation
    • Anderson on the Nation as Imagined Community
    • John Dewey on the Assimilating Role of Public Schools
    • American Citizenship, 1955
    • Eleanor Roosevelt on Learning to be a Citizen
    • Adam Smith’s ‘Invisible Hand’
    • Herbert Spencer on the Survival of the Fittest
    • Ronald Reagan on Small Government
    • Margaret Thatcher: There’s No Such Thing as Society
    • Deng Xiaoping: Socialism with Chinese Characteristics
    • David Harvey, A Brief History of Neoliberalism
    • McLaren on Life in Schools
    • Our Multicultural Society
    • Civic Pluralism Case Studies
    • Habermas on Globalisation and Governance
    • Handy on Federalism and Subsidiarity
    • Hilton and Barnett on Globalisation, Democracy and Terrorism
    • Charles Taylor on the Politics of Multiculturalism
    • The Charter of Public Service in a Culturally Diverse Society, Australian Government
    • New Learning is Noisy
    • Schooling in the World’s Best Muslim Country
  • Chapter 5: Learning Personalities
    • Video Mini-Lectures
      • Learner Identities
      • Human Movement
      • Nation Building and the Dynamics of Diversity
      • Productive Diversity
      • Meeting the Challenge of the New Xenophobia
      • The Responsibilities of Educators
      • Introduction to the Issue of Learner Differences
      • Categorical Differences
      • Negotiating Categorical Differences
      • Differences in Practice: The Roma Example
      • Problems with the Categories of Difference
      • Lifeworld Differences
      • The Inclusive School
    • Supporting Material
      • Edmund Husserl on the Lifeworld
      • Pierre Bourdieu on Cultural Capital
      • Aristotle on Inequality
      • Bowles and Gintis on Schooling in the United States
      • What Sissy Jupe Didn’t Know about Horses
      • Piaget’s Stages of Child Development
      • Apartheid Education
      • A Missionary School for the Huaorani of Ecuador
      • Speaking Properly
      • William Labov on African-American English Vernacular
      • Assimilating Migrants
      • Jean-Jacques Rousseau on Sophy’s Education
      • Catharine Beecher on the Role of Women as Teachers
      • Mary Wollstonecraft on the Rights of Woman
      • Simone de Beauvoir, The Second Sex
      • Basil Bernstein on Restricted and Elaborated Codes
      • Dr Spock on Permissive Child Rearing
      • Simone de Beauvoir on Emancipating Women
      • Connell on Gender Roles and Masculinity
      • Kalantzis and Cope on the Complexities of Diversity
      • Kalantzis and Cope on the Conditions of Learning
      • Inclusive Education Case Studies
      • Herbert on Aboriginal Pedagogy
      • Brown v. Board of Education US Supreme Court Judgment
      • Martin Luther King, ‘I Have a Dream’
      • Addressing Racism
      • Bowe on Barriers to Disabled People
      • Universal Design for Learning
      • Verran Observes a Mathematics Classroom in Africa
      • Connell on Changing Gender Roles
      • Designing for Diversity
      • Kalantzis and Cope, Seven Ways to Address Learner Differences
  • Chapter 6: The Nature of Learning
    • Video Mini-Lectures
      • Foundations of Educational Psychology
      • Brain Developmentalism
      • Social Cognitivism
    • Supporting Material
      • Watson on the Science of Psychology
      • Pavlov’s Dog
      • Skinner’s Behaviourism
      • Behaviourism Goes to School
      • Binet’s Intelligence Test
      • Goddard on IQ
      • Yerkes’ Army Intelligence Tests
      • Davidson on Brain Basics
      • Piaget on Child Development
      • Pinker on the Language Instinct
      • Bransford, Brown and Cocking on How the Brain Learns
      • Chomsky on IQ and Inequality
      • Vygotsky on Language and Thought
      • Kanzi Learns Language
      • Deacon on the Symbolic Species
      • Christian Explains the Uniqueness of the Learning Species
      • Donald on the Evolution of Human Consciousness
      • Gee on Situated Cognition
      • Honderich, On Consciousness
      • Wenger on Learning in Communities of Practice
      • Lave and Wenger on Situated Learning
      • Salomon on Distributed Cognition
      • The ‘Wolf Children’ of Godamuri
      • Marika and Christie on Yolngu Ways of Knowing and Learning
      • Gardner’s Multiple Intelligences
  • Chapter 7: Knowledge and Learning
    • The Buddha on Enlightenment
    • Al-Ghazzali on the Sources of Knowledge
    • 9/11 at Eternal Grace School
    • John Locke on Human Understanding
    • Ibn Tufayl on Knowledge from Experience and the Discovery of the Creator
    • Descartes: ‘I Think Therefore I Am’
    • Immanuel Kant on Reason’s Role in Understanding
    • Aristotle on Higher Forms of Knowledge
    • Matthew Arnold on Learning ‘The Best Which Has Been Thought and Said’
    • E.D. Hirsch on ‘Cultural Literacy’
    • Sextus Empiricus, The Sceptic, On Not Being Dogmatic
    • Nietzsche on the Impossibility of Truth
    • Science and God
    • Wittgenstein on the Way We Make Meanings with Language
    • Richard Rorty on Truth and Language
    • Storm by Tim Minchin
    • George Pell on the Dictatorship of Relativism
    • Socrates’ Defence
    • Husserl on the Task of Science, in and of the Lifeworld
    • Knowledge Repertoires, Case Studies
    • Kalantzis and Cope, A Palette of Pedagogical Choices
    • They Knew Much More Than We Realised
    • Aronowitz and Giroux on Postmodern Education
  • Chapter 8: Pedagogy and Curriculum
    • Aristotle on Mimesis
    • St Benedict on the Teacher and the Taught
    • Inside Pakistan’s Madrasas
    • Thayer, Learning about Bark
    • Confucius on Becoming a Learned Person
    • A Morning at the Dong-feng Kindergarten
    • Why Should They Look Behind Them?
    • Michael Apple on Ideology in Curriculum
    • A Japanese Cram School
    • Froebel on Play as a Primary Way of Learning for Young Children
    • Thayer on Making Curriculum Relevant
    • Lisa Delpit on Power and Pedagogy
    • Moves You Make You Haven’t Given Names To
    • Bruner’s Theory of Instruction
    • Reflexive Learning Case Studies
    • Kress on Meaning and Agency
    • Vygotsky on the Zone of Proximal Development
    • Reggio Emilia on Educational Principles
    • Cazden on Pedagogical Weaving
    • ‘Learning by Design’ Knowledge Processes
    • Planning Strategically … Pooling Our Pedagogies
    • Learning by Design in the Lanyon Cluster
    • He Didn’t Know What He Didn’t Know
    • You Need to Think About It!
    • Coaxing Learners to Think for Themselves
  • Chapter 9: Learning Communities at Work
    • Max Weber on Bureaucracy
    • Rosabeth Moss-Kanter on Nursery School Bureaucracy
    • Kohn on Standardised Tests
    • No Child Left Behind
    • Thayer on the Teacher-Bureaucrat
    • Jane Addams: Hull-House
    • Practicing Democracy in the Classroom
    • Friedman on School Vouchers
    • Caldwell and Spinks: The Self-Managing School
    • Fullan on School Leadership
    • El-Hajj Malik El-Shabazz Academy, Lansing, Michigan
    • KIPP: 3D Academy, Houston
    • Collaborative Education Case Studies
    • Virtual High Schools
    • Gee on Video Games and Learning
    • The School of the Future
    • Reforming Educational Organisation and Leadership
    • Using Action Research to Improve Education
    • The Learning by Design Project
    • We Talk about Teaching, Not Trivia
    • The Role of Collegial Support
    • Time for Reflection and Professional Dialogue
    • Being a Good Teacher Is Being a Good Learner
  • Chapter 10: Measuring Learning
    • Video Mini-Lectures
      • 1. Context of Assessment, Evaluation and Research
      • 2. Measuring What? The First Intelligence Tests
      • 3. Testing for Inequalities
      • 4. Select Response and Standardized Assessments
      • 5. Supply Response Assessments
      • 6. Interpreting Test Results
      • 7. Changing the Objectives of Assessment in Standards Based Education
      • 8. Alternative Concepts and Practices of Assessment
      • 9. New Opportunities for Assessment in the Digital Age
      • 10. Big Data Assessments
      • 11. Designing Assessments for the Future
      • 12. Prospects for Learning Analytics: A Case Study
      • 13. Visualizing Progress
      • 14. The Test is Dead Long Live Assessment!
    • Supporting Material
      • Darling-Hammond et al. on Authentic Assessment
      • Gould on the Mismeasure of Man
      • Popham on the Types of Test
      • Davidson, A Short History of Standardised Tests
      • Garrison on the Origins of Standardised Testing
      • Koretz on What Educational Testing Tells Us
      • Clay on Observation Surveys
      • McGuinn on the Origins of No Child Left Behind
      • Stevens on Rubrics
      • Schwandt on Defining Evaluation
      • In Defense of Quantitative Research
      • Stake, in Defense of Qualitative Research
      • Synergistic Feedback Case Studies
      • Another Brick in the Wall
      • Brown et al., Distributed Expertise in the Classroom
      • Lankshear and Knobel on Teacher Research
      • Greene on Mixed Methods
      • Kalantzis and Cope on Changing Society, New Learning
  • Chapter 11: Technology in Learning
  • Keywords
  • Resources

Chapter 1: New Learning

Kalantzis, Mary and Bill Cope, New Learning: Elements of a Science of Education, Cambridge University Press, 2008, 304pp. Second edition, 2012, 362pp.

Translated as Νέα μάθηση, Kritiki, Athens, Greece, 2013, 481pp.

Translated as Nuevo Aprendiza, Ediciones Octadro, Barcelona, Spain, 2018, 384pp.


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