Open Daily: 10am - 10pm | Alley door pickup 10am - 7pm 3038 Hennepin Ave Minneapolis, MN
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  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
Creating Contexts for Learning and Self-Authorship: Constructive-Developmental Pedagogy

Creating Contexts for Learning and Self-Authorship: Constructive-Developmental Pedagogy

Magolda, Marcia B. Baxter

Paperback

Series: Vanderbilt Issues in Higher Education

General EducationTeaching Instruction

ISBN10: 0826513468
ISBN13: 9780826513465
Publisher: Vanderbilt University Press
Published: Dec 8 2000
Pages: 320
Weight: 1.10
Height: 1.10 Width: 6.00 Depth: 8.90
Language: English
In her thoughtful and innovative new book, Marcia B. Baxter Magolda writes of bridging the worlds between educator and students. There is perhaps no task more fundamental to effective teaching and learning. All too often a distinct gap develops or cannot be overcome between instructor and student, one that leaves each struggling to understand the other's position. The professional quest for principles of structure and process that can help close this divide is both evolving and unending.

This book is intended to help college faculty create conditions in which students learn to construct knowledge in their disciplines and achieve self-authorship. A significant, and often overlooked, dimension mediating learning and self-authorship centers on learners' ways of knowing, or their assumptions about the nature, limits, and certainty of knowledge. A learner who assumes that all knowledge is certain expects to hear answers from an authority figure; in contrast, a learner who views knowledge as relative expects to explore multiple viewpoints. By taking a constructive-developmental approach, Baxter Magolda demonstrates how students' ability to construct knowledge is intertwined with the development of their assumptions about knowledge itself and their role in creating it. She shows how the structure of constructive-developmental teaching hinges on three principles: validating students' ability to know, situating learning in students' experience, and defining learning as teachers and students mutually constructing meaning.

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