Education and Mind in the Knowledge Age

By Carl Bereiter. 2002

1,676 citations recorded by the source corpus.

Subfields: Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/c9161be3e66faa96930682b74fb90e15873e47f3

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Citations in the corpus

Lifelong learning in the workplace? Challenges and issues (2004, background): “Under the influence of the mind-as-container metaphor, knowledge is treated as consisting of objects contained in individual minds, something like the contents of mental filing cabinets ( Bereiter, 2002”
Why Argue? Developing Understanding of the Purposes and Values of Argumentive Discourse (2010, neutral): “ends across a wide age range, from elementary school through higher education (Bereiter, 2002; Botstein, 1997; Brookfield & Preskill, 2005; Damon, 1984; Damon & Phelps, 1988; Hmelo-Silver, 2002, 2004; Resnick, Levine, & Teasley, 1991; Resnick & Nelson-Le Gall, 1997; Slavin, 1990).”
Concept Mapping: Benefits and Challenges in Higher Education (2020, background): “Students need to develop meaningful learning to generate new ideas, products, and knowledge (Bereiter, 2002).”
Is Direct Instruction an Answer to the Right Question? (2007, background): “A resolution has been in the direction of undertaking to teach not simply knowledge itself but the skills of knowledge acquisition—skills that will equip a new generation to learn what they need to know to adapt flexibly to continually changing and unpredictable circumstances (Anderson, Greeno, Rede”
Problems in the Research Problem: Critical Feedback and Resistance in Academic Supervision (2009, background): “For instance, theories of knowledge-building (Bereiter, 2003) and expansive learning (Engeström, Miettinen, & Punamäki, 1999) contend that the most relevant changes result in the collective effort upon the shared task, problem, or inquiry.”
Teaching, Rather Than Teachers, As a Path Toward Improving Classroom Instruction (2012, background): “Artifacts, or knowledge products, survive individuals and can be shared and improved over time (Bereiter, 2002; Morris & Hiebert, 2011).”
Technology in Support of Collaborative Learning (2007, background): “Referring to Andriessen, Baker, and Suthers (2003) and Bereiter (2002), Wegerif (2006) emphasized the historical shift in work and life practices.”
Designs for Collective Cognitive Responsibility in Knowledge-Building Communities (2009, background): “Knowledge building—the creation of knowledge as a social product—is something that scientists, scholars, and employees of highly innovative companies do for a living (Bereiter, 2002).”
Creative Teaching: Collaborative Discussion as Disciplined Improvisation (2004, background): “Our economy is increasingly based on knowledge workers and a “creative class” (Florida, 2002), and these economic trends seem to require creative teaching that emphasizes learning for deeper understanding, rather than mastery of lower-order facts and skills (Bereiter, 2002; Kafai & Resnick, 1996).”
The concept of competence in the development of vocational education and training in selected EU member states: a critical analysis (2007, background): “They review the work of Nonaka and Takeuchi (1995) on knowledge creation, stressing the importance of the interaction between tacit and explicit knowledge, the expansion learning theory of Engestöm (1987, 1995) and the model of Bereiter (2002) on knowledge building.”