Education Is Life Itself Biological Evolution as a Model for Hum
Bryn Mawr College
Scholarship, Research, and Creative Work at Bryn Mawr
College
Education Program Faculty Research and
Scholarship
Education Program
2011
Education Is Life Itself: Biological Evolution as a
Model for Human Learning
Paul Grobstein
Bryn Mawr College, pgrobste@brynmawr.edu
Alice Lesnick
Bryn Mawr College, alesnick@brynmawr.edu
Let us know how access to this document benefits you.
Follow this and additional works at: http://repository.brynmawr.edu/edu_pubs
Part of the Education Commons
Custom Citation
Grobstein, Paul, and Alice Lesnick. "Education Is Life Itself: Biological Evolution as a Model for Human Learning." Evolution:
Education and Outreach 4, no. 4 (2011): 688-700.
This paper is posted at Scholarship, Research, and Creative Work at Bryn Mawr College. http://repository.brynmawr.edu/edu_pubs/12
For more information, please contact repository@brynmawr.edu.
Education is Life Itself:
Evolution, Unconscious and Reflective Processes, Change
Short title: Education is Life Itself
Paul Grobstein
Department of Biology
Bryn Mawr College
Bryn Mawr, PA 19010 pgrobste@brynmawr.edu Alice Lesnick (corresponding author)
Education Program
Bryn Mawr College
Bryn Mawr, PA 19010 alesnick@brynmawr.edu 267-455-5848
Abstract
Schooling often rests uneasily on presumed dichotomies between coverage and inquiry, skill development and creativity. By drawing on the often under-recognized parallels between biological evolution and human learning, this essay argues that formal education need and ought not forego the unconscious exploratory processes of informal learning.
Rather than posit as natural the cultural story that formal schooling must prepare students to integrate with given cultures and foreknowable futures, the evolutionary perspective shows that education is better thought of as preparing students to create cultures and to change, and foster change, in relation to unknown futures. The properties that distinguish formal from informal learning --
Scholarship, Research, and Creative Work at Bryn Mawr
College
Education Program Faculty Research and
Scholarship
Education Program
2011
Education Is Life Itself: Biological Evolution as a
Model for Human Learning
Paul Grobstein
Bryn Mawr College, pgrobste@brynmawr.edu
Alice Lesnick
Bryn Mawr College, alesnick@brynmawr.edu
Let us know how access to this document benefits you.
Follow this and additional works at: http://repository.brynmawr.edu/edu_pubs
Part of the Education Commons
Custom Citation
Grobstein, Paul, and Alice Lesnick. "Education Is Life Itself: Biological Evolution as a Model for Human Learning." Evolution:
Education and Outreach 4, no. 4 (2011): 688-700.
This paper is posted at Scholarship, Research, and Creative Work at Bryn Mawr College. http://repository.brynmawr.edu/edu_pubs/12
For more information, please contact repository@brynmawr.edu.
Education is Life Itself:
Evolution, Unconscious and Reflective Processes, Change
Short title: Education is Life Itself
Paul Grobstein
Department of Biology
Bryn Mawr College
Bryn Mawr, PA 19010 pgrobste@brynmawr.edu Alice Lesnick (corresponding author)
Education Program
Bryn Mawr College
Bryn Mawr, PA 19010 alesnick@brynmawr.edu 267-455-5848
Abstract
Schooling often rests uneasily on presumed dichotomies between coverage and inquiry, skill development and creativity. By drawing on the often under-recognized parallels between biological evolution and human learning, this essay argues that formal education need and ought not forego the unconscious exploratory processes of informal learning.
Rather than posit as natural the cultural story that formal schooling must prepare students to integrate with given cultures and foreknowable futures, the evolutionary perspective shows that education is better thought of as preparing students to create cultures and to change, and foster change, in relation to unknown futures. The properties that distinguish formal from informal learning --
References: Belenky, M., Tarule, J., and Goldberger, N. (1986). Women’s ways of knowing. New York: Basic Books. Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school Bransford, Brown & Cocking. (2000). Learning: From speculation to science. In How people learn: Brain, mind, experience & school: Expanded edition Bruner, J. (1960). The process of education. Cambridge, Massachussetts: Harvard University Press. Cohen J., Lesnick, A., & Himeles, D (2007). "Temporary anchors, impermanent shelter: Can the field of education model a new approach to academic work?" Journal of Dalke, A. F., Cassidy, K., Grobstein, P., & Blank, D. (2007). Emergent pedagogy: Learning to enjoy the uncontrollable—and make it productive Dalke A. and Grobstein, P. (2007) Story-telling in (at aeast) three dimensions: An Exploration of Teaching Reading, Writing, and Beyond David, B. (2009, February 7). What life asks of us. New York Times. Retrieved April 3, 2011, from http://www.nytimes.com/2009/01/27/opinion. Davis, B.; Sumara, D.J.; & Luce-Kapler, R. (2000). Engaging minds: Learning and teaching in a complex world Dewey, J. (1897). My pedagogic creed. School Journal, vol. 54, pp. 77-80. Esbjorn-Hargens, S., Reams, J., Gunn, O. (2010). Integral education: New directions for higher learning Gilligan, C. (1982). In a different voice. Cambridge, Massachusetts: Harvard University Press. Gould, S.J. (1990). Wonderful life: the Burgess Shale and the nature of history. New York, NY: W.W Greene, B. (2008, June 1). Put a little science in your life. New York Times. Retrieved April 17, 2011, from http://www.nytimes.com/2008/06/01/opinion. Grobstein, P., accessed via http://serendip.brynmawr.edu/exchange/node/7718, May 5, 2011. Hirsh-Pasek, K., Golinkoff, R.M., Berk, L.E., & Singer, D. (2009). A mandate for playful learning in preschool: Presenting the evidence Kohlberg, L. (1981). Essays on moral development, Volume I: The philosophy of moral development Lee, C. (2011). “The centrality of culture to the scientific study of learning and development: How an ecological framework in education research facilitates civic Lesnick, A., Cohen, J., Cook-Sather, A. (2007). “Working the tensions: Constructing educational studies within a liberal arts context.” In Bjork, C., Johnston, D.K., & Ross, H. Lesnick, A., & Cook-Sather, A. (2009). “Building civic capacity and responsibility through a radically inclusive teaching and learning initiative.” Innovative Higher Lesnick, A. (2010). “Teaching and learning in community: Staff-student learning partnerships as part of a college education.” Journal of Community Engagement and Maslow, A.H. (1943). A Theory of Human Motivation, Psychological Review 50(4), pp. McIntosh, P. (2000). “Feeling like a fraud III: Finding authentic ways of coming into conflict.” Wellesley College: Stones Center for Research on Women (Working Paper). Mezirow, Jack. Transformative dimensions of adult learning. San Francisco, CA: JosseyBass, 1991. Piaget, J. (1926). Language and thought of the child. London: Paul Kegan. (original work published 1923) . Shaull, R. (1970). “Foreward.” In Freire, Pedagogy of the Oppressed. London: The Continuum International Publishing Group Ltd, pp Siegler, R. S. (2005). “Children’s learning.” American Psychologist, 60, pp. 769-778. Vilardi, T., Chang, M. (2009). Writing-based teaching: Essential practices and enduring questions Weil, Z. (2004). The power and promise of humane education. New Society Publishers: Cariola Island, Canada. Lesnick, A., Cohen, J., Cook-Sather, A. (2007). “Working the tensions: Constructing educational studies within a liberal arts context.” In Bjork, C., Johnston, D.K., & Ross, H. Lesnick, A., & Cook-Sather, A. (2009). “Building civic capacity and responsibility through a radically inclusive teaching and learning initiative.” Innovative Higher Lesnick, A. (2010). “Teaching and learning in community: Staff-student learning partnerships as part of a college education.” Journal of Community Engagement and Grobstein, P., accessed via http://serendip.brynmawr.edu/exchange/node/7718, May 5, 2011.