How can pupils and students learn to interact with others? How can they interact with others to learn? How do teachers organize the various forms of interaction in a discursive dynamic within their classrooms? The different ways in which social and cultural psychology views explore school have consolidated a new image of learning processes.…

This study examines the academic dishonesty tendencies, created metaphors and opinions on the "ethics" and "science and research ethics" and "opinions on the taken course" of prospective teachers who took the science and research ethics course. Embedded mixed design was preferred. Academic dishonesty tendency scale,…

The future of human learning will be shaped by technology, but in ways completely different from those of the past. Over recent decades, the emergence and development of educational technology has been largely divorced from the broader cultural conversation about the impact of machine intelligence on the future of humanity. Technology can best…

C. G. Jung offers education a unique perspective of the dilemma of collective social demands versus individual needs. Indeed, so radical and profound is his vision of the learning psyche as collectively embedded, that it addresses the current crisis over the demand for utilitarian higher education. Hence post-Jungian educationalists can develop…

Higher education in South Africa is challenged by academic and social demands. Universities, therefore, have to produce graduates who will be able to function optimally within their field of study, as well as act as agents of change in their social environment. The main purpose of this article is to theorise about applying Engestrom's expansive…

The aim of this paper is to propose a basic model to analyse processes of change in educational institutions taking into account both individual and contextual variables. It aims to identify the basic factors of change in order to contribute to reduce the dispersion of research projects, both from close subjects and one subject alone within human…

A literature review of published case studies reporting progress file implementation was conducted with the intent of discovering how this is being interpreted and implemented in higher education institutions. The three studies found were analysed using an ideal type categorization developed by Clegg and Bradley (2006), that is, professional,…

As university educators, we need to prepare students for the transition from the information age to what Daniel H. Pink (2005) calls the conceptual age, which is governed by artistry, empathy and emotion, by including in the curricula activities that stimulate both hemispheres of the brain. This can be done by promoting activities that energize…

Discusses the need to shift emphasis from the techniques of instruction to the individual learning of the student. (IR)

The developmental change process is illustrated by Lewis Carroll's Alice. Development is not a direct reflection of the self but a process of looking awry at experience. This perspective has implications for various teaching methods. (Contains 27 references.) (SK)

A developmental process consisting of four phases that emerged from graduate students' reports of their experiences in a course promoting self-direction is outlined and compared with research on similar processes in other groups. (MSE)

Field-dependent and independent subjects sorted geometric and verbal material according to category exemplars, forcing active learning, and then recalled the category locations. Field-independent individuals generally performed better on learning and memory tasks with a more active approach. Active versus passive learning styles are discussed.…

Suggests that although "learning to learn" has become part of the skills agenda, it actually involves far greater depth of personal development than skill development alone. Discussion of personal development and academic assessment leads to identification of related issues of power, knowledge, involvement, and design. (Author/DB)

Course evaluations analyzed to discover factors affecting learning indicate that expectations, learning style, and personality are major factors. It is suggested that learning is strongly influenced by these student characteristics and parallel factors in courses and teachers. (MSE)

The omission of the learning concept has resulted from a methodological approach which emphasizes what people have learned and not how they learned. A specific research strategy based upon operant learning theory principles as applied to the acquisition of verbal behavior is suggested. (Author)