| Papers [1-15] of 15 | Search results on "BRUNER HIRSCH EDUCATION": |
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Bruner and Hirsch on Education, 2004.
A look at the contributions of Jerome Bruner and E.D. Hirsch, Jr. to education.
3,022 words (approx. 12.1 pages), 4 sources, MLA, $ 88.95
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Abstract
This paper examines how both Jerome Bruner and E.D. Hirsch, Jr. have made significant contributions to the public discourse surrounding education. It looks at how Bruner?s "The Process of Education", first published in the 1960s has greatly influenced the development of today?s curriculum, and how, in his book, "Cultural Literacy: What Every American Needs to Know". Hirsch argues that the current curriculum fails to provide today?s students with the cultural literacy that they need to communicate effectively. It summarizes and analyzes the contribution of both of these authors and their respective works in relation to the field of educational curriculum development.
From the Paper
"Bruner notes that when students understand the structure of a subject, they can then relate this information to a large number of other things that may seem unrelated. He uses the structural concept of tropism in biology to make this point. Tropism is simply the involuntary tendency of an organism to orient toward or away from external stimuli. He notes that tropism occurs when the swarm density of locusts is related to temperature, and the movement of insects to different altitudes is related to their preferred oxygen content (thus preventing cross breeding). As such, he notes that understanding the fundamental concept of tropism allows students to understand a large number of phenomena within the biological realm."
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Jerome Bruner, 2002.
Examines the contributions made to psychology by twentieth century psychologist, Jerome S. Bruner and his various theories.
2,150 words (approx. 8.6 pages), 11 sources, $ 80.95
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Abstract
Jerome S. Bruner is one of the best known and influential psychologists of the twentieth century. He was one of the key figures in the so-called "cognitive revolution" but it is the field of education that his influence has been profound. Bruner has made numerous contributions to our appreciation of the process of education and to the development of curriculum theory. This paper explores Bruner's accomplishments, philosophy, and specific theories.
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"Cultural Literacy. What Every American Needs to Know" by E.D. Hirsch, 2002.
An analysis of E.D. Hirsch's view that there are certain ideas and facts that one should know in order to be "culturally literate".
1,240 words (approx. 5.0 pages), 1 source, $ 42.95
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Abstract
E.D. Hirsch asserts that there are basic cultural concepts and ideas that must be known in order to communicate and thrive in ones community. This paper gives a brief history of the author and analyzes his idea that modern education is a failure since it does not leave students culturally literate. The paper concludes that education should be modified to allow for intergenerational knowledge.
From the Paper
"In his book Cultural Literacy, subtitled "What Every American Needs to Know," E.D. Hirsch Jr. begins with the fact that there are certain ideas and certain facts which we all assume that other people know. When we talk to people and make certain cultural references, we expect to be understood (assuming we are speaking to someone also from this same culture, of course). In the course of his book, though, Hirsch shifts from what we expect people know to his subtitle, detailing what he believes every American should know in order to be an American citizen."
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Subjectivity, Learning, and Educational Theory, 2006.
An argument for the pervasiveness of subjectivity in learning, in terms of the internal, personal experience and its interaction with socially constructed situations.
3,167 words (approx. 12.7 pages), 7 sources, APA, $ 91.95
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Abstract
Teaching, specifically in the realm of history/social studies, involves at the very least, an interaction between the subjectively constructed worlds of the student, the teacher, the school environment and the larger community. This paper explores the manifestations of subjectivity in education in light of the works of various theorists (Piaget, Vygotsky, Bandura, Dewey, and Bruner) and in terms of social constructivism, from a postmodern point of view.
From the Paper
"Teaching history should, of necessity, include a dialogue about the conflicts inherent in relating and using knowledge about the past. Professional historians spend a great deal of time citing the work of others in their monographs in a dialogic manner--the relation of past events is not only a matter of discovery, it is a matter of socially constructed dialogic interpretation, often coupled with fierce disagreement. It is possible to read whole books on the study of the study of history, anthropology, religion, psychology, political studies, and on and on and on. If one cares to pursue it further, there are almost certainly scholarly monographs existing solely to respond to what one theorist said about the study of the study of whichever branch you choose to delve into. "
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Samson Raphael Hirsch & Nachman Krochmal, 1996.
Examines ideas of two 19th Cent. Jewish intellectuals & relates them to political & spiritual development of state of Israel.
5,400 words (approx. 21.6 pages), 12 sources, $ 135.95
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From the Paper
"The purpose of this research is to examine the work of Samson Raphael Hirsch and Nachman Krochmal with reference to the political realities of the State of Israel. The plan of the research will be to set forth the context in which the views of Hirsch and Krochmal emerged vis-a-vis the concept of a Jewish state, and then to discuss nationhood, culture, and human experience that mark that concept and provide relevance for their views in the modern period.
To discuss Hirsch and Krochmal with regard to a modern Israel is to note that their intellectual work must be regarded as foundational. Much that is now presumed to be philosophically sound and generally accepted by Jewish tradition regarding the rationale for a Jewish homeland was by and large unthinkable in the early 19th century, when they were elaborating their views of...:"
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Assumptions of Human Development and Learning, 2006.
A comparison of cognitive theories and a discussion of assumptions, propositions and applications of human development and learning, particularly affecting childhood educators.
1,472 words (approx. 5.9 pages), 5 sources, APA, $ 48.95
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Abstract
This paper analyzes cognitive theories, assumptions, propositions and applications of human development and learning. It looks at some of the many ways in which cognitive development can be learned. It then focuses on three assumptions about children and human nature which might be problematic for educators, specifically early childhood educators.
Table of Contents:
Major Assumptions and Propositions
Comparison of Cognitive Theories: Bruner and Vygotsky
Constructivism and the Classroom
From the Paper
"In the 80s and 90s, a form of information processing theory called connectionism was formulated to describe and predict non-linear thinking. Otherwise known as parallel distributed processing, this theory describes the mind as a large, multiple networks of associations. Each network responds to new experience by becoming either stronger or weaker, and each operating independently of and in parallel with the others (Siefert, 2002). After each experience, relevant networks adapt to better a child's future performance.Balancing a cup of juice, for example, stimulates various sensory associations within a child's hand, arm, and body. Some of these become stronger and others weaker as experience with cups of juice accumulate, but the eventual result an ability to balance a cup (Siefert, 2002). The assumptions supporting connectionism are more compatible with the realities of classroom life. It is noted that learning by children takes place because synchronized learning of separate networks that integrate."
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"Doing Justice", 2004.
An analysis of "Doing Justice" by Andrew Von Hirsch, which is about a specific theory of retributivism.
1,951 words (approx. 7.8 pages), 2 sources, MLA, $ 62.95
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Abstract
In the book, "Doing Justice", by Andrew Von Hirsch, the theory of retribution is re-addressed. The writer points out how it is Von Hirsch's belief that the purpose of the penal system is to provide punishment proportionate to the crime. The paper explains how the book takes retributivism one step further, arguing that the criminal who breaks the law is taking advantage of the law-abiding citizen and that a proportionate punishment restores the balance to society. It proposes that both benefits and burdens of the system would be limited if the time spent incarcerated was limited.
From the Paper
"Justice is an ambiguous term that refers to a sense of equality and 'fairness'. Social justice refers to the way in which this ideological term is put into practice. At its most basic level, social justice is the way in which a community is governed: the laws, norms and sanctions that are put into place according to the form of government. With criminal behavior, the issues of safety and moral decision-making become an important component of the debate. If crime is considered an environmentally caused event, as opposed to a personal characteristic and, or, choice, then the type of system is needs to be re-evaluated and reconstructed. The importance of commitment in conventional social control is well established, however, there has recently been an increase in interest and a 'reframing' of many of the core concepts associated with ?the need to settle a score? or punishment. Commitment has come to mean the same thing as incarcerated when viewed from certain philosophical tenets."
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How Children Learn Language, 2007.
A review of a book on the language of infants and toddlers by Roberta Golinkoff and Kathy Hirsch-Pasek, entitled "How Babies Talk: The Magic and Mystery of Language in the First Three Years of Life".
994 words (approx. 4.0 pages), 1 source, MLA, $ 35.95
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Abstract
This paper discusses the book "How Babies Talk: The Magic and Mystery of Language in the First Three Years of Life" by Roberta Golinkoff and Kathy Hirsch-Pasek." It explains that the book is geared toward parents with infants who are interested in tracking how their children learn language. The paper looks at a portion of this book which is devoted to "experiments" that parents can do with their children. This also paper examines the style in which the book is written, the language used and the use of humour. Overall the writer was not impressed with this book and feels that it adds very little to the study of language development.
Outline:
Overview
In Utero
Tactile Learning
Babbling and Other Things
Toddlers
Conclusion
From the Paper
"The authors of this book, Roberta Golinkoff and Kathy Hirsch-Pasek, claim that the fetus is being prepared to hear "the contours of our voice and the cadences of speech without ever hearing words the way that we do" (13). The words that the fetus hears, the authors state, is like the swimming pool game of guessing words spoken underwater.It is possible to hear the syllables and pitch of those words, but in most cases the words are indistinct at best. Using an experiment that monitored fetal heart rate, which declines initially before rising again when the fetus is exposed to a new experience, researchers found that babies can even differentiate between new sounds even in the uterus (14-15). Other experiments revealed that the fetus could determine differences in music and in poetry as well."
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Criminal Justice Theory, 2004.
Discusses Sutherland's Social Process theories and Hirsch's Social Control theory.
900 words (approx. 3.6 pages), 1 source, MLA, $ 31.95
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Abstract
This paper discusses Sutherland's Social Process theories and Hirsch's Social Control theory. It explains why people commit crime according to these theories, discusses the notions behind these theories, discusses their policy implications, and notes how the theories have been modified over the years.
From the Paper
"Sutherland's Differential Association Theory suggests that people commit crime by learning in a social context through their interactions with others and communication with them. He believed criminal behavior is learned by interaction with others and this includes learning the techniques of committing the crime and the motives, drives, rationalizations and attitudes for committing it. This is due to their definition of legal codes as being favorable or unfavorable and so if someone believes the legal codes are unfavorable they will be more likely to commit a crime..."
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"The Naked City", 2002.
This paper reviews Jules Dassin's 1948 film "The Naked City" and focuses on whether it is film noir.
1,400 words (approx. 5.6 pages), 2 sources, MLA, $ 46.95
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Abstract
This paper uses Foster Hirsch's book "The Dark Side of the Screen: Film Noir", which characterizes and identifies film noir by certain stylistic conventions, to review the film "The Naked City". The author looks at Hirsch's key elements of film noir in order to examine whether "The Naked City" fits the criteria. The writer concludes that "The Naked City", although not specifically a film noir, it does have many elements of film noir.
From the Paper
"Hirsch notes that the film noir often uses "a jumbled time sequence" to "support the characterizations, which are also, and often spectacularly, crooked rather than straight, devious rather than forthright" (74). This usually applies to the protagonist, but in The Naked City, the protagonists are police officers and honest ones at that. They have no reason to be devious, but those they are investigating do. Significantly, it is the character of Frank Niles, the seemingly honest man who is anything but, who is depicted in a flashback as he tells his story. This time shift has the effect of emphasizing his deviousness and his basic dishonesty."
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Linear sp Carbon Allotropes, 2004.
This paper discusses that, while modern day discoveries of new carbon allotropes are reported, the characterization of allotropy remains ambiguous as the definition of what constitutes an allotrope is under debate.
1,200 words (approx. 4.8 pages), 50 sources, MLA, $ 41.95
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Abstract
This paper explains that the linear sp carbon of Lagow?s proposed length and structure is contradicted by the unlikelihood of such a stable, long chain allotrope, granting more validity to Hirsch?s argument against the existence of Lagow?s carbon allotrope. The author points out that controversy arises because, while they do not directly fit the definition of allotropes, non-molecular allotropes like diamond and graphite will terminate with other elements (so no longer a pure element) to become stable. The paper concludes that future scientific work in this area is required to determine a true carbon sp allotrope of usable stability, if one exists, but at this time, Hirsch?s position remains the more plausible basis of allotropic characterization.
From the Paper
"The IUPAC Red Book defines allotropes as ?different structural modifications of [an] element,? with allotropic transition considered the ?transition of a pure element, at a defined temperature and pressure, from one crystal structure to another which contains the same atoms but which has different properties?. This definition excludes ozone and oxygen, and does not discuss the classification of carbon allotropes, which can be examined on the basis of the hybridization of their valence orbitals. More modern definitions include the classification of tin where one allotrope is a covalently bonded solid and the other a metal, and differentiate between allotropic molecules, such as dioxygen, infinite covalent solids, like diamond, and infinite, covalently bonded layers with weak intermolecular forces, as seen with graphite. There are also materials that crystallize where the covalent bonding between the elements is unchanged, which are termed polymorphs rather than true allotropes."
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Progressive vs. Traditional Education, 2002.
A look at two different ways of teaching with the pros and cons of each.
1,289 words (approx. 5.2 pages), 5 sources, APA, $ 43.95
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Abstract
An examination of two methods of teaching, backed up by ideas of leaders in the education field, showing the different ways that a student can be taught, with the pros and cons of each. The paper discusses the views of Prof. E.D. Hirsch who believes in a stronger emphasis on phonics, memorization, and the use of standardized tests to reach a more equal education for rich and poor students alike, versus the opinion of Prof. Howard Gardner who disagrees with this approach and believes that students should be taught how to answer tough critical thinking questions.
From the Paper
"Hirsch has an uncompromising style of writing. He uses many different methods to explain his view. First, he uses many different outside sources, such as a Coleman report and makes a reference to Antonio Gramsci a communist opponent of Mussolini (Hirsch 475). Secondly, he blames the current failures of the schools on the Democrats. He does this by referring to some current education trends. This helps support his view, but it comes across as mudslinging."
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Constructivism and the Urban Public School, 2006.
A discussion regarding the impact that constructivism has on teaching in urban public schools.
5,422 words (approx. 21.7 pages), 21 sources, MLA, $ 133.95
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Abstract
This paper attempts to answer the question of what impact
'constructivism' has on teaching in an urban school specifically in relation to the education, training and preparation of leadership in these schools. The paper reviews and examines the available literature in a qualitative research on the impact constructivist leadership has on urban schools.
Outline:
Abstract
Chapter One
Statement of Problem
Statement of Need
Purpose of the Study
Goal of the Study
Research Questions
Hypothesis
Introduction
Constructivist Principles as Stated by J. Bruner
Chapter Two
Review of Literature
Detroit Urban Schools and Constructivism - Making Changes
Leadership for Change
Chapter Three
Methodology
Chapter Four
Findings of the Research
Chapter Five
Discussion
From the Paper
"This innovation, one member of a family of constructivist teaching and learning approaches, is in keeping with recommendations by the American Association for the Advancement of Science (AAAS) and the National Research Council (NRC). Currently, we are involved in a reform effort in collaboration with the Detroit Public Schools' Urban Systemic Program in Science and Mathematics and the Center for Learning Technologies in Urban Schools, both supported by the National Science Foundation (NSF). The goal is to make inquiry-based science supported by pervasive technology tools the basis for all middle school science in the district." (Krajcik, et al, nd) According to Krajcik, et al "What students learn and how they engage in inquiry supported by technology are important to understand in order to promote science education reform. Some might argue that widespread enactment of a project-based curriculum in urban settings is not possible because students are not likely to have the skills to engage productively in the process." (nd)
Stated by the Center for Highly Interactive Computing in Education is that their work "is rooted in an inquiry pedagogy that is consistent with constructivist ideas (Blumenfeld, et. al, 1991). The presumption is that students need opportunities to construct knowledge by solving real problems through asking and refining questions, designing and conducting investigations, gathering, analyzing, and interpreting information and data, drawing conclusions, and reporting findings." (Ibid) "
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Math Achievement in African-American Males, 2007.
An analysis of the differences in mathematical achievement between African American males and White males.
5,741 words (approx. 23.0 pages), 44 sources, MLA, $ 138.95
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Abstract
This paper focuses on mathematical achievement in African-American boys versus their white counterparts. It addresses risk factors such as family income, mother's education, single-parent households and a non-English primary language. The paper discusses the works of theorists Lev Vygotsky, Jerome Bruner and John Dewey regarding this issue.
Table of Contents:
Objective
Introduction
Theoretical Framework
Limitations
Literature Review
Summary of The Literature Reviewed
From the Paper
"The African American male was not expected to achieve in educational areas of management and accounting studies evidenced in the statement related in the work of Dantley and Leonard (2006) who states that a participant related that: "I only indulged myself in my studies to the degree that I was satisfied that I could do math up to multiplication and division of fractions and decimals and it was good enough for me for what was I going to do. I wasn't going to be doing any math. To be a laborer, all it's going to require is to run a piece of machinery." (p. 42) additionally a participant stated: "We don't have no industry out there and the industry that is out there, they're not targeting the Black community and saying, "If you go and get more math, then I can guarantee you this." (p. 45) and finally: "I have hopes. My expectation is that (my son) will graduate from high school. If he doesn't, it's no big deal...My expectation for him is to probably be no worse than I was. Just to pass." (p.46) (Dantley and Leonard, 2006)"
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Cognitive Theories, Assumptions, Propositions and Application, 2005.
A brief study of various cognitive theories.
1,500 words (approx. 6.0 pages), 5 sources, APA, $ 49.95
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Abstract
This paper identifies three assumptions on cognitive development that may already be outdated or no longer apply to current developments and discusses propositions that may be accepted in the current period. Moreover, the paper compares and differentiates two great minds in cognitive theory, Bruner and Vygotsky.
From the Paper
"There are many ways in which cognitive development can be learned and studied, but I just want to point out three assumptions on children and human nature which might be problematic for educators, specifically early childhood educators. The separation of mind and body: It is usual to think that thinking from feeling and thinking from social interaction is separate. The cognitive becomes attached to the logical, reasoned, rule-governed, and thoughtful; non-cognitive becomes everything else, including the intuitive, the emotional, and the social. We assume that developments on the cognitive side of the fence can be isolated, observed, described and even fostered without direct involvement of non-cognitive processes (Siefert, 2002). Unfortunately, this assumption is far from the fact, that work with children routinely requires attention to the common influence of the cognitive and non-cognitive. Unfortunately, the facts uncovered about this assumption is still being used today and textbooks, research programs and entire academic careers are arranged in such a way."
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