Education as an intergenerational process of human learning, teaching, and development

Cole M.

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Education as an intergenerational process of human learning, teaching, and development

机译：教育是人类学习，教学和发展的代际过程

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In this article I argue that the future of psychological research on educational processes would benefit from an interdisciplinary approach that enables psychologists to locate their objects of study within the cultural, social, and historical contexts of their research. To make this argument, I begin by examining anthropological accounts of the characteristics of education in small, face-to-face, preindustrial societies. I then turn to a sample of contemporary psychoeducational research that seeks to implement major, qualitative changes in modern educational practices by transforming them to have the properties of education in those self-same face-to-face societies. Next I examine the challenges faced by these modern approaches and briefly describe a multi-institutional, multidisciplinary system of education that responds to these challenges while offering a model for educating psychology students in a multigenerational system of activities with potential widespread benefits.

机译：在本文中，我认为教育过程的心理学研究的未来将受益于一种跨学科的方法，该方法使心理学家能够在其研究的文化，社会和历史背景下定位其研究对象。为了提出这一论点，我首先研究人类在小型的，面对面的，工业化前社会中的教育特征。然后，我转向当代心理教育研究的一个样本，该样本试图通过将现代教育实践转化为在这些相同的面对面社会中具有教育的性质，来实现现代教育实践中的重大质变。接下来，我研究了这些现代方法所面临的挑战，并简要描述了应对这些挑战的多机构，多学科的教育体系，同时提供了一种在具有多方面潜力的多代活动系统中教育心理学学生的模型。

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《The American psychologist》 |2010年第8期|共12页
作者
Cole M.;
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正文语种 eng
中图分类心理学;
关键词
Cognitive apprenticeship; Community of learners; Deliberate instruction; Educational practices; Serious gaming;

机译：认知学徒制;学习者社区;刻意指导;教育实践;认真游戏;

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Education as an intergenerational process of human learning, teaching, and development

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