Adaptive Education: An Inquiry-Based Institution
The obstacles that prevent the latest educational research reaching the classroom are daunting: few channels to communicate the results of educational research, fewer opportunities for teachers to participate in research themselves, and little support for honing a scientific approach to teaching.
The solution, according to Robert VanWynsberghe and Andrew C. Herman, is radical but simple: transform the educational institution itself into a laboratory for continuous experimentation. Inspired by the pragmatist theories of John Dewey and Roberto Unger, Adaptive Education explains how schools and universities can incorporate research processes into their activities, institutionalize a policy of inquiry and experimentation, and make teaching an evidence-based profession.
An audacious proposal to reform the education system from the ground up, Adaptive Education is a roadmap for creating an institution that empowers teachers, parents, and the community to innovate, adapt, and explore.
- World Rights
- Page Count: 144 pages
- Dimensions: 6.4in x 0.6in x 9.3in
"Adaptive Education offers a model for education change that is grounded in the theoretical literature on schooling without being abstracted from current policy or educational history."
A.G. Rud, Distinguished Professor, College of Education, Washington State University
"Adaptive Education is an interesting and innovative proposal, directed towards those interested in educational policy and the implications of pragmatic philosophy."
Craig Cunningham, Associate Professor, National College of Education, National Louis University
Author InformationRobert VanWynsberghe is an associate professor in the Department of Educational Studies at the University of British Columbia.
Andrew C. Herman is a doctoral student in the Department of Sociology at the University of California, Los Angeles.
Table of contents
2. The Foundations of an Evidence-based Institution
3. The Search for a Blueprint
4. Designing an Inquiring Institution
5. Learning to Teach
6. The Role of the Epistemic Division
Subjects and Courses