TY - JOUR
T1 - Rethinking Learning
T2 - What the Interdisciplinary Science Tells Us
AU - Nasir, Na’ilah Suad
AU - Lee, Carol D.
AU - Pea, Roy
AU - McKinney de Royston, Maxine
N1 - Publisher Copyright:
© 2021 AERA.
PY - 2021/11
Y1 - 2021/11
N2 - Theories of learning developed in education and psychology for the past 100 years are woefully inadequate to support the design of schools and classrooms that foster deep learning and equity. Needed is learning theory that can guide us in creating schools and classrooms where deep learning occurs, where learners’ full selves are engaged, and that disrupt existing patterns of inequality and oppression. In this article, we build on recent research in education, neuroscience, psychology, and anthropology to articulate a theory of learning that has the potential to move us toward that goal. We elaborate four key principles of learning: (1) learning is rooted in evolutionary, biological, and neurological systems; (2) learning is integrated with other developmental processes whereby the whole child (emotion, identity, cognition) must be taken into account; (3) learning is shaped in culturally organized practice across people’s lives; and (4) learning is experienced as embodied and coordinated through social interaction. Taken together, these principles help us understand learning in a way that foregrounds the range of community and cultural experiences people have throughout the life course and across the multiple settings of life and accounts for learning as set within systems of injustice.
AB - Theories of learning developed in education and psychology for the past 100 years are woefully inadequate to support the design of schools and classrooms that foster deep learning and equity. Needed is learning theory that can guide us in creating schools and classrooms where deep learning occurs, where learners’ full selves are engaged, and that disrupt existing patterns of inequality and oppression. In this article, we build on recent research in education, neuroscience, psychology, and anthropology to articulate a theory of learning that has the potential to move us toward that goal. We elaborate four key principles of learning: (1) learning is rooted in evolutionary, biological, and neurological systems; (2) learning is integrated with other developmental processes whereby the whole child (emotion, identity, cognition) must be taken into account; (3) learning is shaped in culturally organized practice across people’s lives; and (4) learning is experienced as embodied and coordinated through social interaction. Taken together, these principles help us understand learning in a way that foregrounds the range of community and cultural experiences people have throughout the life course and across the multiple settings of life and accounts for learning as set within systems of injustice.
KW - cognitive processes/development
KW - diversity
KW - equity
KW - learning environments
KW - learning processes/strategies
KW - mixed methods
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U2 - 10.3102/0013189X211047251
DO - 10.3102/0013189X211047251
M3 - Review article
AN - SCOPUS:85117074617
SN - 0013-189X
VL - 50
SP - 557
EP - 565
JO - Educational Researcher
JF - Educational Researcher
IS - 8
ER -