R.-J. Simons, J. van der Linden, T. Duffy (Eds.)
New Learning
2000, VIII, 280 p.
Printed book
The book you are now reading aims to bring together research and theory on "new
learning, "which is te term used to refer to the new learning outcomes, new kinds of
learning processes, and new instructional methods both wanted by society and currently
stressed in psychological and educational theory. Many people keep asking about “new
learning.” Is it really a new way of learning? Are there really new learning outcomes?
Is this current fad really different from the other kinds of learning propagated by such
traditional school innovators as Montessori, Dewey, Steiner, or Freinet? Of course, there
are some similarities between the attention now being paid to new ways of learning
and new learning outcomes and previous efforts. We believe, however, that at least
three important differences exist. First, there is much more attention to the role of
active, independent, and self-directed learning than before. Many more schools and
teachers are involved in such efforts than in the twenties or the sixties, for example. Many
governments are stimulating active ways to learn. Employers and employee organizations
are — for various reasons — now in favor of active learning in school and on the job.
This is clearly related to increased recognition of the importance of and need for life-long
learning and what are now called “learning organizations” as a result of rapidly changing
societies and economies.
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