Learning Without Lessons
Pedagogy in Indigenous Communities
Series: Child Development in Cultural Context;
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Product details:
- Publisher OUP USA
- Date of Publication 2 March 2024
- ISBN 9780197645598
- Binding Hardback
- No. of pages296 pages
- Size 79x224x35 mm
- Weight 612 g
- Language English
- Illustrations 33 text boxes; 1 b/w photograph 542
Categories
Short description:
In Learning Without Lessons, David F. 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. His analysis finds that teachers, classrooms, lessons, verbal instruction, testing, grading, praise, and the use of symbols are rare or absent from indigenous pedagogy. 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.
MoreLong description:
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.
A century on from Mead, childhood is an area where the world desperately needs anthropology, and Lancy's book is a valuable resource for showing why.
Table of Contents:
Preface
Chapter 1: Pedagogy and Culture
Chapter 2: Babies as Students?
Chapter 3: The Self-Starting Learner
Chapter 4: Everyday Classrooms
Chapter 5: The Chore Curriculum
Chapter 6: The Transition to Structured Learning
Chapter 7: Global WEIRDing
References
Index
