zone of proximal development	The area of capabilities that learners can exhibit with support from a teacher or peer.
expansive learning	The learning of new forms of activity as they are created, rather than the mastery of putative stable, well-defined, existing knowledge and skill.
scaffolding	Scaffolding is the support given during the learning process which is tailored to the needs of the student with the intension of helping the student achieve his/her learning goals.
discovery learning	Learners obtain knowledge by forming and testing hypotheses.
meaningful learning	New knowledge to acquire is related with previous learning.
multiple intelligences	We have several different ways of learning and processing information, but these methods are relatively independent of one another; leading to multiple "intelligences" as opposed to a general intelligence factor among correlated abilities.
mastery learning	In Mastery learning, "the students are helped to master each learning unit before proceeding to a more advanced learning task".
educational objectives	Taxonomy of learning objectives that educators set for students in three "domains": Cognitive, Affective, and Psychomotor. Learning at the higher levels is dependent on achieving lower levels. Designed to motivate educators to focus on all three domains, creating a more holistic form of education.
radical behaviorism	Learning as a process of forming associations between stimuli in the environment and the corresponding responses of the individual. Reinforcement strengthens responses and increases the likelihood of another occurrence when the stimulus is again present.
instructivism	Teachers takes a central role and transfer their knowledge directly to students through presentations.
communities of practice	Groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.
situated learning	Learning is a social process whereby knowledge is co-constructed and is situated in a specific context and embedded within a particular social and physical environment.
conversation theory	A cybernetic and dialectic framework that offers a scientific theory to explain how interaction leads to 'knowing'.
text & conversation theory	An organisation is created and defined by communication. communication "is" the organization and the oranization exists because communication takes place.
organisational learning	A characteristic of an adaptive organization that is able to sense changes in signals from its environment and adapt accordingly.
double loop learning	Modifying the goal of learning activity in the light of experience or possibly even reject the goal. Singe-loop learning is the repeated attempt at the same problem, with no variation of method and without ever questioning the goal.
experiential learning	Knowledge is continuously gained through both personal and environmental experiences. The learner must: 1. be able to reflect on the experience; 2. use analytical skills to conceptualize the experience; and 3. make decisions and solve probems to use the ideas gained from the experience.
learning styles	Optimal learning demnds that students receive instruction tailored to their learning styles.
de-schooling society	School is damaging to education; "The pupil is thereby 'schooled' to confuse teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new."
homeschooling, unschooling	Learn naturally if given the freedom to follow own interests and a rich assortment of resources.
critical pedagogy	An educational movement, guided by passion and principle to help students develop consciousness of freedom, recognize authoritarian tendencies, and connect knowledge to power and the ability to take constructive action.
interpersonal relations	Teacher types: lion-tamer, entertainer and new romantic - the problem of self-judgement in assessment.
Montessori education	Principles: 1. Mixed age classrooms, with classrooms for children aged 2 1/2 or 3 to 6 years old; 2. Student choice of activity from within a prescribed range of options; 3. Uninterrupted blocks of work time; 4. A Constructivist or "discovery" model, where students learn concepts from working with materials, rather than by direct instruction.
scientific pedagogy	Education based on science that modified and improved the individual.
experiential education	The process that occurs between a teacher and student that infuses direct experience with the learning environment and content.
expressive constructivism	(no content yet)
radical constructivism	Knowledge as mental representation: 1a. Knowledge is not passively received either through the senses or by way of communication; 1b. Knowledge is actively built up by the congnising subject. 2a. The function of cognition is adaptive, in the biological sense of the term, tending towards fit or viability. 2b. Cognition serves the subject's organisation of the experiential world, not the discovery of an objective ontological reality.
constructivism	The learner is not a passive recipient of knowledge but that knowledge is 'constructed' by the learner.
social constructivism	groups construct knowledge for one another, collaboratively creating a smmall culture of shared artifacts with shared meanings.
constructionism	(no content yet)
genetic epistemology	A human being develops cognitively from birth thoughout his or her life through four primary stages of development: sensorimotor (0-2), preoperational (2-7), concrete operational (7-11), and formal operational (11-). Assimilition is incorporation of new experiences into existing mental schema, accommodation changes mental schema.