Applying Cognitive Science to Education: Thinking and Learning in Scientific and Other Complex Domains

Bredo,Eric

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Applying Cognitive Science to Education: Thinking and Learning in Scientific and Other Complex Domains

reviewed by Eric Bredo - February 05, 2009

Title: Applying Cognitive Science to Education: Thinking and Learning in Scientific and Other Complex Domains
Author(s): Frederick Reif
Publisher: MIT Press, Cambridge
ISBN: 0262182637, Pages: 471, Year: 2008
Search for book at Amazon.com

In the late 1950s and early 1960s science and theoretical learning were given unusually high national priority. Military and political competition with the Soviet Union made science a political priority. Growth of large companies based on scientific research, such as IBM, AT&T, GE and Dupont, added economic interests to this emphasis. The coming wave of baby-boomers provided yet another reason to rethink education. To top it off, development of computers also led to the beginning of the cognitive revolution in psychology and other fields. To focus attention on the education needed for this enhanced emphasis on science, the National Academy of Sciences sponsored the Woods Hole Conference in 1959, which brought together leading scientists and educators, including those developing the “new” math, physics and biology. What was “new” was the fact that these curricula were written by top-notch scientists rather than textbook publishers, the aim being to bring students into... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: February 05, 2009
https://www.tcrecord.org ID Number: 15516, Date Accessed: 4/21/2021 10:06:13 PM

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About the Author
Eric Bredo University of Virginia E-mail Author ERIC BREDO teaches philosophy and sociology of education at the University of Virginia. His work focuses on conceptual issues in psychological, sociological and educational theory. Recent work includes a forthcoming piece on the consequences of basing educational policy-making on differing conceptions of rationality, an article on the meaning of pragmatism and a third on John Dewey�s psychology. He has recently returned from lecturing on the philosophy of educational research at Fudan University in Shanghai.

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