Underlying Support For Contextual Learning
Contextual Learning builds upon bodies of literature that include theories and writings by John Dewey (1900), Jean Piaget (1929), Jerome Bruner (1966), and theories of Constructivism. Thus, it is an extension of past thinking, theories, testing, and writings. More contemporary work has included syntheses by Lauren B.Resnick and Megan Williams Hall (1998). Examples of theories and themes that relate to Contextual Learning are:
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Famous quotes containing the words underlying, support and/or learning:
“If the worker and his boss enjoy the same television program and visit the same resort places, if the typist is as attractively made up as the daughter of her employer, if the Negro owns a Cadillac, if they all read the same newspaper, then this assimilation indicates not the disappearance of classes, but the extent to which the needs and satisfactions that serve the preservation of the Establishment are shared by the underlying population.”
—Herbert Marcuse (1898–1979)
“In the middle years of childhood, it is more important to keep alive and glowing the interest in finding out and to support this interest with skills and techniques related to the process of finding out than to specify any particular piece of subject matter as inviolate.”
—Dorothy H. Cohen (20th century)
“Young children learn in a different manner from that of older children and adults, yet we can teach them many things if we adapt our materials and mode of instruction to their level of ability. But we miseducate young children when we assume that their learning abilities are comparable to those of older children and that they can be taught with materials and with the same instructional procedures appropriate to school-age children.”
—David Elkind (20th century)