Rediscovering “Rote”: Some Cognitive and Pedagogical Preliminaries

Wagner, Daniel A.

doi:10.1007/978-1-4899-2151-2_14

Cited by 10 publications

(5 citation statements)

References 8 publications

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“…Hoy en día, los estudiantes de las escuelas pobres de países de ingreso bajo y medio a menudo se esfuerzan para entender el lenguaje de instrucción y el lenguaje de lectura. En tales situaciones, los profesores hacen énfasis en el aprendizaje mecánico y la memorización; aunque esta sigue siendo una estrategia de aprendizaje muy común en el mundo, es ridiculizada por los pedagogos modernos (occidentales) (Wagner, 1983). Otro ejemplo de estos contrastes es la manera en la cual el aprendizaje es construido en varias sociedades, como las que están fuertemente influenciadas por el Confucionismo (Li, 2003).…”

Section: Restricciones El Aprendizaje En Dos Aulas Sudafricanasunclassified

El aprendizaje en la base de la pirámide: Restricciones, comparabilidad y política en países en vías de desarrollo.

Wagner¹,

Castillo²

2017

RASE

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Learning at the bottom of the pyramid: Constraints, comparability and policy in developing countries El aprendizaje en la base de la pirámide: Restricciones, comparabilidad y política en países en vías de desarrollo ResumenLos objetivos para el desarrollo de las Naciones Unidas han asignado, de manera sostenida, una alta prioridad a la calidad educativa -y a la del aprendizaje-. Esto ha llevado a avances sustanciales en ayuda para el desarrollo internacional hacia la educación, y también a una mayor atención, a nivel mundial, a la importancia del aprendizaje de los niños. Sin embargo, tales metas son principalmente normativas: tienden a representar promedios entre naciones, brindando limitada atención a las variaciones dentro de dichos países. La presente investigación proporciona un análisis de las tensiones científicas en la comprensión del aprendizaje en poblaciones pobres y marginadas: aquellos en la base de la pirámide (BdP). Si bien agencias internacionales como UNESCO y OCDE a menudo invocan a estas poblaciones como el «objetivo» de sus inversiones y evaluaciones, continúan los debates importantes sobre la ciencia empírica involucrada tanto en la investigación como en las políticas. El presente análisis concluye que los objetivos para el desarrollo post-2015 de las Naciones Unidas tienen que tomar en cuenta la necesidad critica de enfocarse en el aprendizaje de los pobres a fin de abordar adecuadamente las inequidades sociales y económicas 2 . Palabras claveAprendizaje, países en vías de desarrollo, poblaciones pobres y marginalizadas, resultados de aprendizaje, educación comparativa, política educativa. AbstractUnited Nations development goals have consistently placed a high priority on the quality of education -and of learning. This has led to substantive increases in international development assistance to education, and also to broader attention, worldwide, to the importance of children's learning. Yet, such goals are mainly normative: they tend to be averages across nations, with relatively limited attention to variations within countries. This review provides an analysis of the scientific tensions in understanding learning among poor and marginalized populations: those at the bottom of the pyramid. While international agencies, such as UNESCO and OECD, often invoke these populations as the «target» of their investments and assessments, serious debates continue around the empirical science involved in both research and policy. The present analysis concludes that the UN post-2015 development goals must take into account the critical need to focus on learning among the poor in order to adequately address social and economic inequalities..

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Section: Restricciones El Aprendizaje En Dos Aulas Sudafricanasunclassified

El aprendizaje en la base de la pirámide: Restricciones, comparabilidad y política en países en vías de desarrollo.

Wagner¹,

Castillo²

2017

RASE

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“…It is then the myriad of everyday and even occasional practices and experiences that inform the religious life of the individual and community and can be a focus of study. Some of these experiences may quickly be forgotten and others may lead to escalated feelings of awe and reverence, while others, such as reading the Koran daily (see Wagner, 1983, pp. 185–86), lead to a more subtle but strong attachment to one’s religion.…”

Section: Ritual and Feeling In Religionmentioning

confidence: 99%

Approaching the ineffable: Synthesizing discursive and nondiscursive approaches in the study of religion

Beckstead

2016

Culture & Psychology

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Religion is a fascinating, complex, and relatively neglected topic in the field of psychology. It is a topic that is challenging for psychologists, who have historically tended to be less religious than the world's population on average, and the wider public to feel neutral about. The resurgence of interest in religion in the field of psychology not coincidently matches the interest of religion and spirituality in wider society, especially in the United States and even in secular Europe. Yet in spite of the need to study religious phenomena because of their relevance to the wider population and its centrality to human experience, the study of religion has been hampered and remains a tricky enterprise for many reasons. Scardigno, Manuti, and Mininni offer a rich cultural psychological approach for examining how the elderly make sense and give voice to their religious experiences and how they articulate and construct their stories of commitment and conversion. Yet cultural psychology must also understand the nondiscursive and difficult-to-articulate facets of religious experience and belief. Following Jacob Belzen (1999), this commentary argues for a plurality of approaches and one that synthesizes both discursive and nondiscursive approaches and examines rituals and, in particular, the phenomenon of pilgrimage to elucidate this argument.

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“…Today, learners in poor LMIC schools often struggle to understand the language of instruction and the language of reading. In such situations, teachers often emphasize rote learning and memorization; though this remains a very common learning strategy around the globe, it is widely derided by modern (Western-trained) pedagogues (Wagner 1983). Another example of such contrasts is the way learning is constructed in various societies, such as those strongly influenced by Confucianism (Li 2003).…”

Section: Learning In Two South African Classroomsmentioning

confidence: 99%

Learning at the bottom of the pyramid: Constraints, comparability and policy in developing countries

Wagner

Castillo

2014

Prospects

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United Nations development goals have consistently placed a high priority on the quality of education-and of learning. This has led to substantive increases in international development assistance to education, and also to broader attention, worldwide, to the importance of children's learning. Yet, such goals are mainly normative: they tend to be averages across nations, with relatively limited attention to variations within countries. This review provides an analysis of the scientific tensions in understanding learning among poor and marginalized populations: those at the bottom of the pyramid (BOP). While international agencies such as UNESCO and OECD often invoke these populations as the "target" of their investments and assessments, serious debates continue around the empirical science involved in both research and policy. The present analysis concludes that the UN post-2015 development goals must take into account the critical need to focus on learning among the poor in order to adequately address social and economic inequalities. Prepublication of: Wagner, D. A., Castillo, N. M. (2014 AbstractUnited Nations development goals have consistently placed a high priority on the quality of education-and of learning. This has led to substantive increases in international development assistance to education, and also to broader attention, worldwide, to the importance of children's learning. Yet, such goals are mainly normative: they tend to be averages across nations, with relatively limited attention to variations within countries. This review provides an analysis of the scientific tensions in understanding learning among poor and marginalized populations: those at the bottom of the pyramid (BOP). While international agencies such as UNESCO and OECD often invoke these populations as the "target" of their investments and assessments, serious debates continue around the empirical science involved in both research and policy. The present analysis concludes that the UN post-2015 development goals must take into account the critical need to focus on learning among the poor in order to adequately address social and economic inequalities.

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Rediscovering “Rote”: Some Cognitive and Pedagogical Preliminaries

Cited by 10 publications

References 8 publications

El aprendizaje en la base de la pirámide: Restricciones, comparabilidad y política en países en vías de desarrollo.

El aprendizaje en la base de la pirámide: Restricciones, comparabilidad y política en países en vías de desarrollo.

Approaching the ineffable: Synthesizing discursive and nondiscursive approaches in the study of religion

Learning at the bottom of the pyramid: Constraints, comparability and policy in developing countries

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