January 1st, 2009 | RESEARCH
Both in common parlance and within the academy, the word “learning” has broad and varied meanings. On the street, we apply the same term to a child who, as a result of bitter experience, will no longer tease an older, tougher peer, and to those who achieve the highest Latinate degrees after many years of study at the University. In the field of psychology, “learning” was the major topic in America for fifty years, before it was replaced and almost consigned to oblivion, courtesy of the “cognitive revolution” of the 1960s (Gardner 1985). Now, with study becoming a lifelong enterprise, and with the advent of a galaxy of new media, “learning” seems once again poised to become all things to all people, be they lay or scholarly.
Document
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Team Members
Margaret Welgel, Author, Harvard UniversityCarrie James, Author, Harvard University
Howard Gardner, Author, Harvard University
Citation
Identifier Type: DOI
Identifier: 10.1162/ijilm.2009.0005
Publication: International Journal of Learning and Media
Volume: 1
Number: 1
Page(s): 1
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Tags
Audience: Educators | Teachers | General Public | Museum | ISE Professionals
Discipline: Education and learning science | General STEM | Technology
Resource Type: Peer-reviewed article | Research Products
Environment Type: Games | Simulations | Interactives | Informal | Formal Connections | K-12 Programs | Media and Technology | Websites | Mobile Apps | Online Media