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Cognitive Styles and Classroom Learning


reviewed by Thomas Hatch — 1999

coverTitle: Cognitive Styles and Classroom Learning
Author(s): Harry Morgan
Publisher: Praeger Publications, Westport
ISBN: 0275956849 , Pages: 200 p., Year: 1997
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Individual differences are everywhere. The question that Harry Morgan addresses in Cognitive Styles and Classroom Learning is which ones matter. In particular, which individual differences can make a difference for students and teachers in the classroom. Morgan answers this question by selecting "the most commonly known cognitive styles that have been studied by psychologists and educators" and describing how a knowledge of these styles can "enable classroom teachers to expand the number of ways in which children can experience teaching and learning." (p. 2). He grounds his work in a wide range of philosophies and theories with some special attention to the contributions of phenomenology and a consideration of the concept of self among black scholars. He focuses particularly on the implications of research on cognitive styles for "critical pedagogy," problem-based learning, and related educational approaches. In the process, rather than justifying the importance of basing educational practices on a particular version of cognitive styles, Morgan implies that a number of different versions of cognitive styles can coexist. In... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 100 Number 3, 1999, p. 678-680
http://www.tcrecord.org ID Number: 10328, Date Accessed: 12/10/2018 3:08:48 PM

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