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The pedagogy of self-authorship = th...

Hulbig, Philip R.

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The pedagogy of self-authorship = the neurocognitive impact of science and metacognition /

Record Type:	Electronic resources : Monograph/item
Title/Author:	The pedagogy of self-authorship/ by Philip R. Hulbig.
Reminder of title:	the neurocognitive impact of science and metacognition /
Author:	Hulbig, Philip R.
Published:	Cham :Springer Nature Switzerland : : 2023.,
Description:	xiii, 191 p. :ill. (some col.), digital ;24 cm.
[NT 15003449]:	Purpose -- Psychobiology -- Information Processing -- Pedagogy -- Investigation -- Analysis -- General Theory of Metacognitive Instruction.
Contained By:	Springer Nature eBook
Subject:	Teaching - Psychological aspects. -
Online resource:	https://doi.org/10.1007/978-3-031-41436-7
ISBN:	9783031414367

The pedagogy of self-authorship = the neurocognitive impact of science and metacognition /
Hulbig, Philip R.

The pedagogy of self-authorshipthe neurocognitive impact of science and metacognition /[electronic resource] :by Philip R. Hulbig. - Cham :Springer Nature Switzerland :2023. - xiii, 191 p. :ill. (some col.), digital ;24 cm.

Purpose -- Psychobiology -- Information Processing -- Pedagogy -- Investigation -- Analysis -- General Theory of Metacognitive Instruction.

This book is a deep dive into the developmental and neurocognitive impact of metacognition and its role in self-transformation. It connects the latest science on learning, neuroplasticity, and self-development with the rich history of metacognitive educational practices, creating an educational vision capable to address difficult issues faced by modern education. This vision highlights self-regulation, self-authorship, and self-transformation as the key learning goals of a free and equitable education system. This model of education is grounded in science, problem solving and is capable of addressing the needs of a neurologically diverse humanity. Interviews from experts at Program for the Advancement of Learning (PAL) are integrated with the author autobiographical account of their transformative learning experience, to provide evidence on the effectiveness of utilizing a metacognitive pedagogy in promoting transformative learning. The book concludes with a general pedagogy of metacognitive instruction that integrates the scientific method with the development of an individual's theory of mind to induce expansive personal development and achievement. This book would be of interest to educators and scholars, as well as practitioners supporting neurodivergent students and employees, neurodiversity advocates, and critical disability studies researchers.

ISBN: 9783031414367

Standard No.: 10.1007/978-3-031-41436-7doiSubjects--Topical Terms:

531129
Teaching
--Psychological aspects.

LC Class. No.: LB1027 / .H85 2023

Dewey Class. No.: 370.15

The pedagogy of self-authorship = the neurocognitive impact of science and metacognition /
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505 0 $a Purpose -- Psychobiology -- Information Processing -- Pedagogy -- Investigation -- Analysis -- General Theory of Metacognitive Instruction.
520 $a This book is a deep dive into the developmental and neurocognitive impact of metacognition and its role in self-transformation. It connects the latest science on learning, neuroplasticity, and self-development with the rich history of metacognitive educational practices, creating an educational vision capable to address difficult issues faced by modern education. This vision highlights self-regulation, self-authorship, and self-transformation as the key learning goals of a free and equitable education system. This model of education is grounded in science, problem solving and is capable of addressing the needs of a neurologically diverse humanity. Interviews from experts at Program for the Advancement of Learning (PAL) are integrated with the author autobiographical account of their transformative learning experience, to provide evidence on the effectiveness of utilizing a metacognitive pedagogy in promoting transformative learning. The book concludes with a general pedagogy of metacognitive instruction that integrates the scientific method with the development of an individual's theory of mind to induce expansive personal development and achievement. This book would be of interest to educators and scholars, as well as practitioners supporting neurodivergent students and employees, neurodiversity advocates, and critical disability studies researchers.
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