We expect our students to learn different ways of thinking, such as historical empathy or scientific reasoning, reflection, critical analysis, or clinical reasoning. But how do we discern if they have learned these ways of thinking when thinking is often abstract, tacit and seemingly invisible? In this conceptual and theoretical article, I argue…

Drawing on continuing research, and in particular, interviews during 2017-18 in two contrasting local authorities, this article reflects on changing power dynamics and their implications for state schools, local authorities, multi-academy trusts and DfE officials at all levels. In the light of changes recently announced by the Secretary of State,…

This document traverses through a series of genealogical stories that span close to a century to provide context to higher learning, education, and development. The stories of elders help us re-member their dreams, re-frame the process for growth, and re-imagine the possibilities for development at the self, organizational, and community levels.…

Previous studies indicate that autobiographical memory is impaired in individuals with autism spectrum disorder (ASD). Successful recollection of information referring to one's own person requires the intact ability to re-activate representation of the past self. In the current fMRI study we investigated process of conscious reflection on the…

How do we develop understanding of our teacher identities and what can aesthetic modes offer to assist reflection and learning about shifting images of identity? These questions provoked our auto-ethnographic project. As two experienced early childhood teachers, we found ourselves transitioning into new professional terrain as teacher-researcher…

This study was conducted with the aim of determining the relationship between reflective thinking skills and academic success in mathematics in fourth-grade primary school students. The data were collected using the "Reflective Thinking Skills Scale" developed by Demirbas (2012), and the "Personal Information Form" developed by…

Changing your mind to change the world is the general principle proposed to educate for responsibility. Using an interdisciplinary scientific approach, this book dissects the functioning of the ego, that is to say the belief in a self, an illusion that causes disharmony. After an original modeling of the notion of responsibility, the author…

This paper presents innovative concepts and approaches on human transformative education and learning. The author relies on the works of well-known scholars such as Dewey (2009), Boud and Walker (1998), and Mezirow (1990; 1991; 1997), among others. The overarching views throughout this paper are that learning is not universal and that…

In this article, we answer the questions 1) What could social justice look like in the middle school curriculum; 2) How do we help young adolescents recognize and repudiate racism and other forms of social injustice; and 3) What are some lessons learned from a middle level teacher preparation with a focus on social justice? By presenting three…

Purpose: This paper aims to propose a unified framework for understanding the development and distribution of value within and from enterprise and entrepreneurship education. In doing so, the authors trace the origins of value creation pedagogy back 100 years and reconnect this lost literature to contemporary thinking as to what constitutes value…

This brief essay highlights how the COVID-19 crisis forced many faculty members in the higher education setting to abruptly transition from face-to-face and hybrid instruction to remote teaching. We propose that incorporating systematic reflection regarding one's professional practice as a faculty member will lead to overall improved instruction…

Incorporating metacognitive strategies in the classroom helps students monitor and adjust their learning strategies throughout the semester, and helps students progress from novice to expert learners in a subject. Journaling (i.e., reflective writing) is one metacognitive task that allows students to contemplate and articulate their skill…

Research on instructional and learning design is 'booming' in Europe, although there has been a move from a focus on content and the way to present it in a formal educational context (i.e., instruction), to a focus on complex learning, learning environments including the workplace, and access to learner data available in these environments. We…

A significant goal of teacher education is to support the development of reflective practitioners. This intention, however, is not easily achieved when after-the-fact recall and reporting are key features of pre-service teacher learning rather than critique and contemplation. This research reports on a small-scale pilot study evaluating a novel…

This qualitative study explores perceptions of Asian American high school students in social studies. The study finds that students interpret their experiences of learning social studies in various ways. The different perspectives of students on social studies are influenced by beliefs and practices of social studies teachers in curriculum and…