Verfasst von:	Lancy, David F. [VerfasserIn]
Titel:	Learning without lessons
Titelzusatz:	pedagogy in indigenous communities
Verf.angabe:	David F. Lancy
Verlagsort:	New York, NY
Verlag:	Oxford University Press
E-Jahr:	2024
Jahr:	[2024]
Umfang:	xiv, 280 Seiten
Illustrationen:	Illustration
Gesamttitel/Reihe:	Child development in cultural context
Fussnoten:	Literaturverzeichnis: Seite 219-268
ISBN:	978-0-19-764559-8
Abstract:	In Learning Without Lessons, David F. Lancy fills a rather large gap in the field of child development and education. Drawing on focused, empirical studies in cultural psychology, ethnographic accounts of childhood, and insights from archaeological studies, Lancy offers the first attempt to review the principles and practices for fostering learning in children that are found in small-scale, pre-industrial communities across the globe and through history. His analysis yields a consistent and coherent "pedagogy" that can be contrasted sharply with the taken-for-granted pedagogy found in the West. The practices that are rare or absent from indigenous pedagogy include teachers, classrooms, lessons, verbal instruction, testing, grading, praise, and the use of symbols. Instead, field studies document the prevalence of self-guided learners who rely on observation, listening, learning in play from peers the hands-on use of real tools and, learning through voluntary participation in everyday activities such as foraging. Aiming to reverse the customary relation between western and non-Western theories or ideas about child learning and development, this book concludes that the pedagogy found in communities before the advent of schooling differs in very significant ways from that practiced in schools and in the homes of schooled parents
	"This work is designed to fill a rather large lacuna in the field of child development and education. A growing scholarly consensus challenges the universality of western-dominated research in psychology. All or most markers of the child's growth and development are now subject to re-examination through a cross-cultural lens. By the same token, the study of education has been similarly restricted as norms and theory are constructed almost exclusively from research in Euroamerican schools. This work aims to fill a substantial portion of this gap, in particular to document and analyze the myriad processes that come to play as indigenous children learn their culture-without schools or lessons. I will characterize the conglomeration of learning-rich events as instances of "pedagogy in culture." The construct has several connotations, but paramount is the idea that opportunities for learning occur naturally in the course of activities such as work, play, night-time campfire stories, etc., that are not primarily intended to educate"--
URL:	Cover: https://www.dietmardreier.de/annot/426F6F6B446174617C7C393738303139373634353539387C7C434F50.jpg?sq=1
Schlagwörter:	(s)Indigenes Volk    / (s)Außerschulische Bildung    / (s)Informelles Lernen    / (s)Pädagogische Psychologie    / (s)Bildung
Sprache:	eng
Sach-SW:	Child & developmental psychology
	EDU051000
	EDUCATION / Educational Psychology
	EDUCATION / Preschool & Kindergarten
	Educational psychology
	Entwicklungspsychologie
	Indigene Völker
	Indigenous peoples
	PSYCHOLOGY / Developmental / Child
	Pre-school & kindergarten
	Pädagogische Psychologie
	SOC062000
	SOCIAL SCIENCE / Anthropology / Cultural
	Social & cultural anthropology, ethnography
	Sozial- und Kulturanthropologie, Ethnographie
	Vorschule und Kindergarten
K10plus-PPN:	1883121868