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  • Transpositional Grammar
    • • RECENT PUBLICATIONS
    • • THE GRAMMAR (LATEST VERSION)
    • • INFOGRAPHICS
    • • TABLE OF CONTENTS
    • • VIDEO VERSION
    • On Meaning
    • Reference
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    • Structure
    • Context
    • Interest
    • • SUPPORTING MEDIA
    • On Meaning
    • Reference
    • Agency
    • Structure
    • Context
    • Interest
  • New Learning
    • Title Page and Contents
    • Introduction
    • PART A
    • Chapter 1: New Learning
    • Chapter 2: Life in Schools
    • PART B
    • Chapter 3: Learning For Work
    • Chapter 4: Learning Civics
    • Chapter 5: Learning Personalities
    • PART C
    • 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
    • References
    • Acknowledgements
  • 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
    • Visual Overview
    • 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
  • Cyber-social Learning
    • 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
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Contents
  • Title Page and Contents
  • Introduction
    • The Art of Teaching and the Science of Education
    • Towards a ‘New Learning’
    • How this book is organised
  • PART A
  • Chapter 1: New Learning
    • Being an educator in ‘interesting times’
    • Learning and education
    • What’s ‘new’ about ‘New Learning’?
    • Designs for social futures
    • 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
    • Summary - Chapter 1: New Learning
    • Keywords - Chapter 1: New Learning
    • Knowledge processes - Chapter 1: New Learning
  • Chapter 2: Life in Schools
    • Thinking through paradigms
    • Didactic education: The modern past
    • Didactic education: 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
    • Didactic education: 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
    • Authentic education: More recent times
    • Authentic education: Video Mini-Lectures
      • The Origins of Authentic Pedagogy
      • Analyzing Authentic Pedagogy Part 1
      • Analyzing Authentic Pedagogy Part 2
      • Critiques of Authentic Pedagogy
    • Authentic education: 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
    • Transformative education: Towards New Learning
    • Transformative 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
    • Transformative education: 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
    • Summary - Chapter 2: Life in Schools
    • Keywords - Chapter 2: Life in Schools
    • Knowledge processes - Chapter 2: Life in Schools
  • PART B
  • Chapter 3: Learning For Work
    • Work and education
    • Fordism: The modern past
      • Henry Ford on His Car Factory
      • Frederick Winslow Taylor on ‘Scientific Management’
      • Karl Marx and Fredrick Engels on Industrial Capitalism
      • Michel Foucault on the Power Dynamics in Modern Institutions
      • Going to School in Richmond, 1900
      • Women in the Workforce
    • Post-Fordism: More recent times
      • 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: Towards New Learning
      • Productive Diversity Case Studies
      • Daniel Bell on the Post-Industrial Society
      • Yoneji Masuda on the Information Society
      • Peter Drucker on the New Knowledge Manager
      • 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
    • Summary - Chapter 3: Learning For Work
    • Keywords - Chapter 3: Learning For Work
    • Knowledge processes - Chapter 3: Learning For Work
  • Chapter 4: Learning Civics
    • Citizenship and education
    • Nationalism: The modern past
      • 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
    • Neoliberalism: More recent times
      • 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: Towards New Learning
      • 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
    • Summary - Chapter 4: Learning Civics
    • Keywords - Chapter 4: Learning Civics
    • Knowledge processes - Chapter 4: Learning Civics
  • Chapter 5: Learning Personalities
    • The significance of learner differences and the sources of personality
    • From exclusion to assimilation: The modern past
    • Recognition: More recent times
    • Inclusion: Towards New Learning
    • 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
    • Summary - Chapter 5: Learning Personalities
    • Keywords - Chapter 5: Learning Personalities
    • Knowledge processes - Chapter 5: Learning Personalities
  • PART C
  • Chapter 6: The Nature of Learning
    • Learning
    • Behaviourism: The modern past
    • Brain developmentalism and constructivism: More recent times
    • Social cognitivism: Towards New 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
      • Social Cognitivism Case Studies
      • 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
    • Summary - Chapter 6: The Nature of Learning
    • Keywords - Chapter 6: The Nature of Learning
    • Knowledge processes - Chapter 6: The Nature of Learning
  • Chapter 7: Knowledge and Learning
    • The connections between knowing and learning
    • Committed knowledge: The modern past
      • 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’
    • Knowledge relativism: More recent times
      • 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
      • Aronowitz and Giroux on Postmodern Education
      • George Pell on the Dictatorship of Relativism
    • Knowledge repertoires: Towards New Learning
      • 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
    • Storm by Tim Minchin
    • Summary - Chapter 7: Knowledge and Learning
    • Keywords - Chapter 7: Knowledge and Learning
    • Knowledge processes - Chapter 7: Knowledge and Learning
  • Chapter 8: Pedagogy and Curriculum
    • Education’s designs
    • Mimesis: The modern past
      • 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
    • Synthesis: More recent times
      • Froebel on Play as a Primary Way of Learning for Young Children
      • Thayer on Making Curriculum Relevant
      • Lisa Delpit on Power and Pedagogy
      • Bruner’s Theory of Instruction
      • Moves You Make You Haven’t Given Names To
    • Reflexivity: Towards New Learning
      • 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
    • Summary - Chapter 8: Pedagogy and Curriculum
    • Keywords - Chapter 8: Pedagogy and Curriculum
    • Knowledge processes - Chapter 8: Pedagogy and curriculum
  • Chapter 9: Learning Communities at Work
    • Informal and formal learning
    • Bureaucratic education: The modern past
      • Max Weber on Bureaucracy
      • Rosabeth Moss-Kanter on Nursery School Bureaucracy
      • No Child Left Behind
      • Kohn on Standardised Tests
      • Thayer on the Teacher-Bureaucrat
    • Self-managing education: More recent times
      • 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: Towards New Learning
      • 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
    • Summary - Chapter 9: Learning Communities at Work
    • Keywords - Chapter 9: Learning Communities at Work
    • Knowledge processes - Chapter 9: Learning Communities at Work
  • Chapter 10: Measuring Learning
    • Education assessment, evaluation and research
    • Testing intelligence and memory: The modern past
    • Measurement by standards: More recent times
    • Synergistic feedback: Towards New Learning
    • Looking forward: Elements of a science of education
    • 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
      • 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
      • Darling-Hammond et al. on Authentic Assessment
      • 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
    • Summary - Chapter 10: Measuring Learning
    • Keywords - Chapter 10: Measuring Learning
    • Knowledge processes - Chapter 10: Measuring Learning
  • Chapter 11: Technology in Learning
  • Keywords
  • Resources
  • References
  • Acknowledgements

Introduction


Contents

  • The Art of Teaching and the Science of Education
  • Towards a ‘New Learning’
  • How this book is organised

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