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Collaborative Learning : Higher Education, Interdependence, and the Authority of Knowledge by Kenneth A. Bruffee (1993, Hardcover)
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About this product
Product Identifiers
PublisherJohns Hopkins University Press
ISBN-100801846420
ISBN-139780801846427
eBay Product ID (ePID)1224337
Product Key Features
Number of Pages256 Pages
Publication NameCollaborative Learning : Higher Education, Interdependence, and the Authority of Knowledge
LanguageEnglish
Publication Year1993
SubjectCollaborative & Team Teaching, Higher, Teaching Methods & Materials / General
TypeTextbook
Subject AreaEducation
AuthorKenneth A. Bruffee
FormatHardcover
Dimensions
Item Weight23.5 Oz
Item Length9 in
Item Width6 in
Additional Product Features
Intended AudienceScholarly & Professional
LCCN93-015073
Dewey Edition21
Dewey Decimal371.39/5
SynopsisAbre el Cielo (Open the Sky) is the new production of the Mexican group Tres Deiciseis (Three- Sixteen) produced by Steven Rive and David Monarrez. It was recorded in concert in the city of Toreon North of Mexico., "An important book. One of my longstanding complaints has been that most of the theories so widely quoted by scholars today have not been examined in light of their pedagogical implications. Bruffee has done that; we all need to do that." -- Journal of Higher Education, In Collaborative Learning, Kenneth Bruffee advocates a far-reaching change in the relations we assume between college and university professors and their students, between the learned and the learning. He argues that the nature and source of the authority of college and university professors is the central issue in college and university education in our time, and that if college and university professors continue to teach exclusively in the stand-up-and-tell-'em way, their students will miss the opportunity to learn mature, effective interdependence--and this, Bruffee maintains, is the most important lesson we should expect students to learn. The book makes three related points. First, we should begin thinking about colleges and universities, and they should begin thinking about themselves, not as stores of information but as institutions of reacculturation. Second, we should think of college and university professors not as purveyors of information but as agents of cultural change who foster reacculturation by marshaling interdependence among student pers. And third, colleges and universities should revise longstanding assumptions about the nature and authority of knowledge and about classroom authority. To accomplish this, the author maintains, both college students and their professors must learn collaboratively. Describing the practical value of the activities encouraged by a collaborative approach--students working in consensus groups and research teams, tutoring peers, and helping each other with editing and revision--Bruffee concludes that, in the short run, collaborative learning helps students learn better--more thoroughly, more deeply, more efficiently--than learning alone. In the long run, collaborative learning is the best possible preparation for the real world, as students look beyond the authority of teachers, practice the craft of interdependence, and construct knowledge in the very way that academic disciplines and the professions do. With no loss of respect for the value of expertise, students learn to depend on one another rather than depending exclusively on the authority of experts and teachers. In the second edition of this widely respected work, the argument is sharply focused on the need to change college and university education top to bottom, and the need to understand knowledge differently in order to accomplish that change. Several chapters, including that on collaborative learning and computers, have been thoroughly revised, and three new chapters have been added: on differences between collaborative learning and cooperative learning; on literary study and teaching literature; and on postgraduate education. From Collaborative Learning, second edition: On the curriculum: Behind every public debate about college curriculum today lie comfortably unchallenged traditional assumptions. When we become fully aware of how deeply and irremediably these traditional assumptions have been challenged by twentieth-century thought, we see that a potentially more serious, and perhaps more rancorous and divisive, educational debate On the social construction of knowledge: Remember the time Aunty Molly sat on the Thanksgiving turkey? Tell such a story at a family party and family members follow the story easily and get the point, because they are all members of the same small knowledge community. They know the people and the situation thoroughly, and they understand the family's private references. But try to tell the same story to neighbors or colleagues. For them to follow the story and get the point, you have to explain a lot of obscure details about family events and personalities that they're not familiar with. That is, when a smaller community sets out to integrate itself into a larger one, the level of discourse has to change. The story changes and even its meaning changes as it becomes a constituting narrative of a larger and more
LC Classification NumberLB1032.B76 1993
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