Abstract
New models of learning are radically changing our conception of education. Education for human development in the learning society requires collaborative learning and involves focusing on knowledge-building. These changes arise from shifts in educational goals, from increasing diversity of populations, and from new conceptions in learning and knowledge. Life long learning, schools as learning organizations, and the integration of schools into a broader community that promotes learning will be required for human development in the information age.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Bereiter, C., & Scardamalia, M. (1996). Rethinking learning. In D. R. Olson & N. Torrance (Eds.), Handbook of education and human development: New models of learning, teaching and schooling (pp. 485–513). Oxford: Blackwell.
Brown, J. S., & Duguid, P. (1991). Organizational learning and communities of practice: Toward a unified view of working, learning, and innovation. Organizational Science, 2, 40–57.
Bruner, J. (1990). Acts of meaning. Cambridge: Harvard University Press.
Cole, M., & Scribner, S. (1974). Culture and thought: A psychological introduction. New York: Wiley.
Dennett, D. C. (1995). Darwin’s dangerous idea: Evolution and the meanings of life. New York: Touchstone/Simon and Schuster.
Dewey, J. (1963). Experience and education. New York: Collier Books.
Donald, M. (1991). Origins of the modern mind: Three stages in the evolution of culture and cognition. Cambridge, MA: Harvard University Press.
Dunbar, R. (1992). Why gossip is good for you. New Scientist, 136, 28–31.
Garbarino, J. (1994, October). Child development in socially toxic environments. Paper presented at the Ninth Rochester Symposium on Developmental Psychopathology, Rochester, New York.
Keating, D. P. (1990). Charting pathways to the development of expertise. Educational Psychologist, 25, 243–267.
Keating, D. P. (1991). Curriculum options for the developmentally advanced: A developmental alternative for gifted education. Exceptionality Education Canada, 1, 53–83.
Keating, D. P. (1995a). The learning society in the information age. In S. A. Rosell (Ed.), Changing maps: Governing in a world of rapid change (pp. 205–229). Ottawa: Carleton University Press.
Keating, D. P. (1995b). The transformation of schooling: Dealing with developmental diversity. In J. Lupart, A. McKeough, & C. Yewchuck (Eds.), Schools in transition: Rethinking regular and special education (pp. 119–139). Toronto: Nelson.
Keating, D. P. (1996a). Families, schools, and communities: Social resources for a learning society. In D. Ross (Ed.), Family security in insecure times: Vol. 2. Perspectivesl Vol. 3. Building a partnership of responsibility (pp. 153–176). Ottawa, ON: Canadian Council on Social Development.
Keating, D. P. (1996b). Habits of mind for a learning society: Educating for human development. In D. R. Olson & N. Torrance (Eds.), Handbook of education and human development: New models of learning, teaching and schooling pp. 461–481). Oxford: Blackwell.
Keating, D. P., & Mustard, J. F. (1993). Social economic factors and human development. In D. Ross (Ed.), Family security in insecure times (Vol. 1, pp. 87–105). Ottawa, ON: National Forum on Family Security.
Keating, D. P., & Mustard, J. F. (1996). The National Longitudinal Survey of Children and Youth: An essential element for building a learning society in Canada. In Growing up in Canada: National longitudinal survey of children and youth (pp. 7–13). Ottawa: Human Resources Development Canada and Statistics Canada.
Lave, J. (1988). Cognition in practice: Mind, mathematics, and culture in everyday life. Cambridge: Cambridge University Press.
Olson, D. R. (1994). The world on paper: The conceptual and cognitive implications of writing and reading. Cambridge: Cambridge University Press.
Olson, D., & Torrance, N. (1996). Handbook of education and human development: New models of learning, teaching and schooling. Oxford: Blackwell.
Putnam, R. D. (1992). Making democracy work: Civic traditions in modern Italy. Princeton, NJ: Princeton University Press.
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
Rosenberg, N, & Birdzell, L. E. Jr. (1986). How the West grew rich. New York: Basic Books.
Stringer, C., & Gamble, C. (1993). In search of the Neanderthals: Solving the puzzle of human origins. London: Thames and Hudson.
Task Force on Human Development. (1992). The learning society. Canadian Institute for Advanced Research, Research Publication #6. Toronto: CIAR.
Tomasello, M., Kruger, A. C., & Ratner, H. H. (1993). Cultural learning. Behavioral and brain sciences, 16, 495–552.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2005 Springer
About this chapter
Cite this chapter
Keating, D.P. (2005). Human Development in the Learning Society. In: Fullan, M. (eds) Fundamental Change. Springer, Dordrecht. https://doi.org/10.1007/1-4020-4454-2_3
Download citation
DOI: https://doi.org/10.1007/1-4020-4454-2_3
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-3292-9
Online ISBN: 978-1-4020-4454-0
eBook Packages: Humanities, Social Sciences and LawEducation (R0)