Creating, Crisscrossing, and Rising Above Idea Landscapes
Creating, Crisscrossing, and Rising Above Idea Landscapes
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创造、纵横交错并超越创意景观
DOI：
10.1007/978-3-662-47956-8_1
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
C. Bereiter
中科院分区：
文献类型：
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作者：
M. Scardamalia;C. Bereiter
知识构建/知识创造涉及探索想法景观，在各个方向上交叉它们以学习方法。通过追求多重和交叉而不是规定的路径，知识创造者在概念环境中感到自在，能够追求有前途的想法，根据进步和失败重新定向工作，并采取“设计思维”的心态，其中改善概念环境是一种现实的可能性。这种创造性活动产生发明、重大社会问题的解决方案、理论、治疗方法、新的商业企业等等，是经合组织称之为“创新驱动”社会的成功支柱。相反，学校倾向于通过简化要探索的思想、要追求的路径和目标的范围来缩小概念景观，让学生沿着沿着固定的、共同的路径，带着规定的目标，在缩小的空间里穿行。学校的程序留给设计思维的东西很少。知识构建理论、教育学和技术的目标是将学校重新塑造为知识创造组织--这是一项艰巨的教育挑战，需要改变自古以来就具有教育特征的思维模式。在本章中，我们将从课堂实践和技术支持的角度来考虑这种根本性的偏离所带来的一些问题。
Knowledge building/knowledge creation involves exploring idea landscapes, crisscrossing them in every direction to learn one’s way around. Through pursuit of multiple and intersecting rather than prescribed paths, knowledge creators come to feel at home in a conceptual environment, able to pursue promising ideas, redirect work based on advances and failures, and adopt a “design thinking” mindset in which improving the conceptual environment is a realistic possibility. Such creative activity produces inventions, solutions to big societal problems, theories, cures, new business enterprises, and so on. It is the mainstay of success in what the OECD is terming an “innovation-driven” society. In contrast, schools tend to reduce the conceptual landscape through simplification of the range of ideas to be explored, paths to be pursued, and goals, leaving students to traverse a diminished space along fixed, common paths, with prescribed goals. School procedures leave little for design thinking to get hold of. The goal of Knowledge Building theory, pedagogy, and technology is to recreate schools as knowledge-creating organizations–a formidable educational challenge requiring a shift in the modes of thought that since ancient times have characterized education. In this chapter we consider some of what this radical departure entails in terms of classroom practice and technology supports.
DOI：
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发表时间：
2007
期刊：
影响因子：
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作者：
Miyake;N.
通讯作者：
N.