Lev VygotskyLev Semyonovich Vygotsky (Лев Семёнович Выго́тский; Леў Сямёнавіч Выго́цкі; November 5, 1896 – June 11, 1934) was a Soviet psychologist, best known for his work on psychological development in children and creating the framework known as cultural-historical activity theory. His major ideas include: The Social Origin of Mind: Vygotsky believed that human mental and cognitive abilities are not biologically determined, but instead created and shaped by use of language and tools in the process of interacting and constructing the cultural and social environment.
Lifelong learningLifelong learning is the "ongoing, voluntary, and self-motivated" pursuit of knowledge for either personal or professional reasons. It is important for an individual's competitiveness and employability, but also enhances social inclusion, active citizenship, and personal development. In some contexts, the term "lifelong learning" evolved from the term "life-long learners", created by Leslie Watkins and used by Clint Taylor, professor at CSULA and Superintendent for the Temple City Unified School District, in the district's mission statement in 1993, the term recognizes that learning is not confined to childhood or the classroom but takes place throughout life and in a range of situations.
AutodidacticismAutodidacticism (also autodidactism) or self-education (also self-learning and self-teaching) is education without the guidance of masters (such as teachers and professors) or institutions (such as schools). Generally, autodidacts are individuals who choose the subject they will study, their studying material, and the studying rhythm and time. Autodidacts may or may not have formal education, and their study may be either a complement or an alternative to formal education. Many notable contributions have been made by autodidacts.
Educational psychologyEducational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning.
Problem-based learningProblem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject through the experience of solving an open-ended problem found in trigger material. The PBL process does not focus on problem solving with a defined solution, but it allows for the development of other desirable skills and attributes. This includes knowledge acquisition, enhanced group collaboration and communication. The PBL process was developed for medical education and has since been broadened in applications for other programs of learning.
Active learningActive learning is "a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning, depending on student involvement." states that "students participate [in active learning] when they are doing something besides passively listening." According to Hanson and Moser (2003) using active teaching techniques in the classroom can create better academic outcomes for students.
Activity theoryActivity theory (AT; Теория деятельности) is an umbrella term for a line of eclectic social-sciences theories and research with its roots in the Soviet psychological activity theory pioneered by Sergei Rubinstein in the 1930s. It was later advocated for and popularized by Alexei Leont'ev. Some of the traces of the theory in its inception can also be found in a few works of Lev Vygotsky.
Critical pedagogyCritical pedagogy is a philosophy of education and social movement that developed and applied concepts from critical theory and related traditions to the field of education and the study of culture. It insists that issues of social justice and democracy are not distinct from acts of teaching and learning. The goal of critical pedagogy is emancipation from oppression through an awakening of the critical consciousness, based on the Portuguese term conscientização.
Project-based learningProject-based learning (PBL) is a student-centered pedagogy that involves a dynamic classroom approach in which it is believed that students acquire a deeper knowledge through active exploration of real-world challenges and problems. Students learn about a subject by working for an extended period of time to investigate and respond to a complex question, challenge, or problem. It is a style of active learning and inquiry-based learning.
Discovery learningDiscovery learning is a technique of inquiry-based learning and is considered a constructivist based approach to education. It is also referred to as problem-based learning, experiential learning and 21st century learning. It is supported by the work of learning theorists and psychologists Jean Piaget, Jerome Bruner, and Seymour Papert. Jerome Bruner is often credited with originating discovery learning in the 1960s, but his ideas are very similar to those of earlier writers such as John Dewey.
