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Psychological Learning Theory and Those Sheep in Wolves' Clothing

Psychological Learning Theory and Those Sheep in Wolves' Clothing Psychological Learning Theory and Those Sheep in Wolves’ Clothing Helen Rothschild Ewald It is fair to say that faculty members well versed in computer technology are often seen as at or near the top of the food chain in educational circles. Some universities even define teaching excellence in terms of the ability to incor- porate the latest technologies into the classroom. According to psychologi- cal learning theorist Charles Crook, however, the result is not necessarily “cutting-edge” pedagogy. Though various schools of thought are represented in educational psychology (see the appendix for a short bibliography), Crook’s approach is most useful for my purposes here because of its sociocul- tural emphasis. Because Crook (like most theorists in his field) focuses only on computerized pedagogy K– 6, I extend his approach to computer use in college-level rhetoric and writing classes. Crook (1994: 47 – 50) makes five main claims: 1. Humans have a distinctive capacity for intersubjectivity— for projecting their beliefs, expectations, and psychological states into others. 2. Intersubjectivity is based on knowledge of a general kind, about location and culture. 3. It is also mobilized in and by situations that are more specific or intimate — situations we typically call collaborative. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy Duke University Press

Psychological Learning Theory and Those Sheep in Wolves' Clothing

Ewald, Helen Rothschild
Pedagogy , Volume 2 (2) – Apr 1, 2002
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Copyright
© 2002 Duke University Press
ISSN
1531-4200
eISSN
1533-6255
DOI
10.1215/15314200-2-2-262
Publisher site
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Abstract

Psychological Learning Theory and Those Sheep in Wolves’ Clothing Helen Rothschild Ewald It is fair to say that faculty members well versed in computer technology are often seen as at or near the top of the food chain in educational circles. Some universities even define teaching excellence in terms of the ability to incor- porate the latest technologies into the classroom. According to psychologi- cal learning theorist Charles Crook, however, the result is not necessarily “cutting-edge” pedagogy. Though various schools of thought are represented in educational psychology (see the appendix for a short bibliography), Crook’s approach is most useful for my purposes here because of its sociocul- tural emphasis. Because Crook (like most theorists in his field) focuses only on computerized pedagogy K– 6, I extend his approach to computer use in college-level rhetoric and writing classes. Crook (1994: 47 – 50) makes five main claims: 1. Humans have a distinctive capacity for intersubjectivity— for projecting their beliefs, expectations, and psychological states into others. 2. Intersubjectivity is based on knowledge of a general kind, about location and culture. 3. It is also mobilized in and by situations that are more specific or intimate — situations we typically call collaborative.

Journal

Pedagogy – Duke University Press

Published: Apr 1, 2002

References