Institute of Cognitive Science Studies (ISCC) (IRAN)
About this paper:
Appears in: INTED2011 Proceedings
Publication year: 2011
Pages: 2630-2637
ISBN: 978-84-614-7423-3
ISSN: 2340-1079
Conference name: 5th International Technology, Education and Development Conference
Dates: 7-9 March, 2011
Location: Valencia, Spain
The purpose of this study was critical examination of Bereiter’s conceptualization of education and assessment of its applicabilty. The method of research was empirical applicability through which, the essential components of his notion was analyzed, formulated and verified as an applicable framework. The results of the study show that although, Bereiter`s educational notion is relatively an integrated framework, it has its own deficiencies. The difficulties of his notion include lack of distinction between world 2 and world 3 in relation to the concept of knowledge; failure to explain how to overcome the situation; generalizing knowledge builing; emphasis on integration of thinking skills within school curriculum; and not explicitly mentioning interdisciplinary approach. This article concludes that Bereiter’s choosing the findings of cognitive science as the bases of education has been supported by other researchers. However, although Bereiter has appropriately identified the educational problems and issues arising from folk psychology, and has offered opportunities for revision of educational views and reform of its system, but some of his ideas, such as his focus on knowledge creation instead of learning, seems to be impractical.
Educational Conceptology, Cognitive education, mind metaphor, knowledge creation, knowledge society.