Learning About Learning: From Theories to Trends‪.‬

THERE HAS BEEN NO MORE ENGAGING AND HEARTFELT SUPPORTER OF DYNAMIC TEACHING PRACTICES THAN THE LATE GREAT AMERICAN EDUCATOR NEIL POSTMAN. IN THE CLOSE OF HIS 1969 BOOK TEACHING AS A SUBVERSIVE ACTIVITY (WRITTEN WITH CHARLES WEINGARTNER), WE READ THAT THE NEW EDUCATION "IS NEW BECAUSE IT CONSISTS OF HAVING STUDENTS USE THE CONCEPTS MOST APPROPRIATE TO THE WORLD IN WHICH WE MUST ALL LIVE" AND THAT "THE MEANING-MAKING PROCESS THAT CAN BE CALLED 'LEARNING HOW TO LEARN' ... COMPROMISES A POSTURE OF STABILITY FROM WHICH TO DEAL FRUITFULLY WITH CHANGE" (P. 218). Fast-forward to 1996 when Nobel laureate Herbert A. Simon presented a paper at Carnegie Mellon University about the developments in the science of learning. Simon's statements would have sent B. F. Skinner and his behaviorist cronies into apoplectic fits. Simon told the Department of Psychology audience that "the meaning of 'knowing' has shifted from being able to remember and repeat information to being able to find and use it" (as cited in NRC, 2000, p. 5)