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1995), Pedagogy of Hope. Reliving Pedagogy of the Oppressed. New York: Continuum Gabrieli J. E, Desmond J. E, Demb J. B, Wagner, A. D, Stone M. V, and Vaidya C. J. (1996), ‘Functional magnetic resonance imaging of semantic memory processes in the frontal lobes’, Psychological Science, 7, 278–83. , Meltzoff, A. N. and Kuhl, P. K. (2000), The Scientist in the Crib. New York: William Morrow. The Nature of Learning 33 Grant, H. , Bredahl, L. , Groves, J. , McDorman, T. A. and Dark, V. J. (1998), ‘Context-dependent memory of meaningful material: information for students’, Applied Cognitive Psychology, 12, 617–23.

PDF. Johnstone, A. H. and Percival, F. (1976), ‘Attention breaks in lectures’, Education in Chemistry, 13 (3), 49–50. Kenyon, C and Hase, S. (2010), ‘Andragogy and heutagogy in postgraduate work’, in T. ), Meeting the Challenges of Change in Postgraduate Higher Education. London: Continuum Press, 165–77. Khaneman, D. (2011), Thinking Fast and Slow. London: Penguin. Knowles, M. S. (1980), Modern Practice of Adult Education: Andragogy versus Pedagogy. Chicago: Association Press/Follett. —. (1986), Using Learning Contracts.

The interesting side-effect, however, was that the young people started teaching themselves how to read so that they could understand the captions. Our environments Finally, the other influence that has strongly affected the conceptualization of heutagogy has to do with how we understand context, the environment. Humans have an apparently innate tendency to want to find simple explanations for phenomena and the essential reductionism that occurs in science supports this drive. g. , 2000; Waldrop, 1992) and systems thinking (Emery and Trist, 1965; Emery, 1993), however, claim that this can be counterproductive because the world in which we live is far more complex than can be explained by linear associations, or by simple cause and effect relationships.

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