The aptitude myth : how an ancient belief came to undermine children's learning today /
The Aptitude Myth addresses the decline in American children's mastery of critical school subjects. It contends that a contributing cause for this decline derives from many Americans' ways of thinking about children's learning: they believe that school performance is determined by inn...
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| Author / Creator: | |
|---|---|
| Format: | Book |
| Language: | English |
| Imprint: | Lanham : Rowman & Littlefield Education, a division of Rowman & Littlefield Publishers, [2013] |
| Subjects: |
MARC
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| 100 | 1 | |a Grove, Cornelius N. |0 https://id.loc.gov/authorities/names/n2013011367 | |
| 245 | 1 | 4 | |a The aptitude myth : |b how an ancient belief came to undermine children's learning today / |c Cornelius N. Grove. |
| 264 | 1 | |a Lanham : |b Rowman & Littlefield Education, a division of Rowman & Littlefield Publishers, |c [2013] | |
| 300 | |a xviii, 189 pages ; |c 26 cm | ||
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| 505 | 0 | |a Foreword -- Acknowledgments -- Introduction -- Why do Americans assume that aptitude governs learning? -- The "modern" mindset that's actually a relic: a preview -- Replacing our antique mindset with one tailor-made for us today -- EUROPEAN ANTECEDENTS: WHEN, WHY, AND HOW DID AMERICANS' CURRENT WAYS OF THINKING ORIGINATE? -- A perspective on teaching out of the depths of time -- Greek philosophers focus on a world beyond the senses -- New views of the natural world -- New views of human consciousness and learning -- New views of children and childhood -- New views of authority in societies and schools -- New ideals for human life and learning -- An influential educator reflects the currents of his time -- New views and ideals all coalesce in one man's mind -- Basic guidelines for the Western-contemporary paradigm -- AMERICAN RESPONSES: HOW DID AMERICANS APPLY THE EUROPEAN WAYS OF THINKING, AND WHY? -- Evolving notions of child-rearing in pre-Civil War America -- Emerging social currents in post-Civil War America -- Emerging intellectual currents in post-Civil War America -- American educational metamorphosis, I: socially efficient education -- American educational metamorphosis II: child-centered teaching -- American educational metamorphoosis III: a "given" joins the establishment -- TOMORROW'S OPPORTUNITIES: CAN WE TRANSCEND OUR INHERITED MINDSET TO GIVE MASTERY THE HIGHEST PRIORITY? -- Which problems are now more significant to solve? -- Toward a new paradigm: seven assertions to think with -- Appendix -- Index -- About the author. | |
| 504 | |a Includes bibliographical references and index. | ||
| 520 | |a The Aptitude Myth addresses the decline in American children's mastery of critical school subjects. It contends that a contributing cause for this decline derives from many Americans' ways of thinking about children's learning: they believe that school performance is determined by innate aptitude. The Aptitude Myth traces the deep historical origins, the spread and elaboration, and the eventual triumph of the belief in the determining power of mental abilities "given" at birth and therefore fixed. Covered is 600 B.C.E. until 1926 (when the Scholastic Aptitude Test was administered.) The belief in aptitude, assumed by many Americans to be the modern view of learning ability, is revealed as an archaic way of thinking that originated in the imaginations of people in ancient times, then gradually gained credibility over 2,500 years. In recent times, the belief became elaborated to include the fanciful notion that more-than-modest academic study injures a child's health. Having inherited this mindset, Americans don't know how to ensure that children gain mastery. A new mindset is needed. In the final chapter of The Aptitude Myth, Cornelius N. Grove offers a transformative mindset for parents and educators. -- Book Cover. | ||
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