Overview

The search for a firmer foundation for educational thought begins with an investigation into human evolution. In this book, Bernhard argues that schools must develop specific methods for dealing with certain biologically based social and emotional needs of children. This study is presented in three parts. Part 1 investigates the social and emotional contexts of learning and the activities of learning in higher primate groups. Part 2 is concerned with these learning contexts and activities as they have probably existed for most of the history of the human species. Part 3 explores the ways in which these learning contexts and activities have changed in rather recent human history, describes the problems that these changes have created in children's education, and offers suggestions for educational reform from an evolutionary perspective.

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9780870236112

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Reviews

An unusual, fascinating book comparing education in primate, primitive, and modern industrialized societies.--Instructor Bernhard bases his educational psychology on the evolution of social and emotional contexts of learning, from the higher primate and primitive human societies to current technological society. He discusses the problems brought on by learning through structured, often artificial, curricular programs. He bases his new program on adult role models, child participation, small learning groups, and revised methods of evaluating achievement. Thought provoking.--Library Journal The author deserves praise for basing his theory on experience. The resurrection of rigid teaching methodology poses a real threat to education that aims to build upon students' spontaneity and creativity; a book that proposes a method of teaching developed around these qualities, as this one does, should be read.--Educational Studies

An unusual, fascinating book comparing education in primate, primitive, and modern industrialized societies.--InstructorBernhard bases his educational psychology on the evolution of social and emotional contexts of learning, from the higher primate and primitive human societies to current technological society. He discusses the problems brought on by learning through structured, often artificial, curricular programs. He bases his new program on adult role models, child participation, small learning groups, and revised methods of evaluating achievement. Thought provoking.--Library JournalThe author deserves praise for basing his theory on experience. The resurrection of rigid teaching methodology poses a real threat to education that aims to build upon students' spontaneity and creativity; a book that proposes a method of teaching developed around these qualities, as this one does, should be read.--Educational Studies

Author Information

J. Gary Bernhard is director of the University without Walls, University of Massachusetts, Amherst.

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