scholarly journals Knowledge Building: Reinventing Education for the Knowledge Age

2011 ◽  
Vol 4 (4) ◽  
Author(s):  
Donald N. Philip
2014 ◽  
pp. 42-50
Author(s):  
Sue McDowall

Future-oriented theorists argue that if we want students to be future builders, we need to provide them with opportunities to do things with existing knowledge, rather than just reproduce it. In this article I consider the implications of this argument for English. I describe some theory-driven learning opportunities that may enable students to build knowledge, and I provide some research examples from classrooms of what each opportunity might look like for English. I suggest that exploring how to support knowledge building within existing learning areas, such as English, is one way of taking a “first step” towards a future-oriented curriculum, in which we attempt to bring the different learning areas together more purposefully.


2013 ◽  
Vol 6 (2) ◽  
pp. 385-407 ◽  
Author(s):  
Christian Tarchi ◽  
Maria Chuy ◽  
Zoe Donoahue ◽  
Carol Stephenson ◽  
Richard Messina ◽  
...  

Knowledge Building provides a model of education for a knowledge age—a model of collective responsibility for idea improvement. This article provides two examples of getting started with the pedagogy and the technology, one from Senior Kindergarten, with students working together to understand why leaves change color in the fall, and the other from Grade 1, featuring explorations of the water cycle. In addition to the classroom work that is reported, commentary on school practices from a Librarian-Technology coordinator and Vice Principal are included to provide a broader school perspective on the work presented in this article.


2004 ◽  
Vol 49 (2) ◽  
pp. 149-152 ◽  
Author(s):  
Scott G. Paris
Keyword(s):  

2013 ◽  
Vol 3 (2) ◽  
pp. 136-160 ◽  
Author(s):  
Molly Engelhardt

The language of flowers is typically dismissed as a subgenre of botany books that, while popular, had little if any influence on the material culture of Victorian life. This article challenges this assumption by situating the genre within the context of the professionalisation of botany at mid-century to show how efforts to change attitudes towards botany from a fashionable pastime for the gentler sex to a utilitarian practice in service of humanity contributed to the revitalisation and popularity of the language of flowers. While scientific botanists sought to know flowers physiologically and morphologically in the spirit of progress and truth, practitioners of the language of flowers – written primarily for and by women – celebrated uncertainty and relied on floral codes to curtail knowing in order to extend the realm of play. The struggle for floral authority was centred in botanical discourses – both scientific and amateur – but extended as well into narrative fiction. Turning to works by Elizabeth Gaskell, Charlotte Brontë, and George Eliot, I show how Victorian writers expected a certain degree of floral literacy from their readers and used floral codes strategically in their fiction as subtexts for practitioners of the language of flowers. These three writers, I argue, took a stand in the gender struggle over floral authority by creating scientific botanists who are so obsessed with dissecting plants to reveal their secrets and know their ‘life truths’ that they become farsighted in matters of romantic love and unable to read the most obvious and surface of floral codes. The consequences of the dismissal of the superficial are in some cases quite disastrous.


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