Myers offers an educational intervention that invites development of representations in response to difference. Presenting a new framework for examining controversy between worldviews and a method for creating space for difference, the book brings this into dialogue with education and research, conflict resolution and religion.

The belief that ‘I can change my fate’ goes beyond an inborn quality and leads to brain-bending. The brain changes itself and has its own means of healing from damage; this throws off the entity theory of belief. The brain is a muscle that gets stronger by activating neuronal circuits. Learning can turn on genes that alter the neural structure, a ‘rewiring of neural circuits.’ The growth mindset can change brain function and create cognitive reserves. Learning needs to be facilitated through a pedagogy that fosters a growth mindset, incorporating the belief that ‘with practice and hard work, I can do better.’ The pedagogy that creates a new horizon, including the structures mentioned, is the ‘Growth Mindset Pedagogy.’ The challenge of bringing this pedagogy into the classroom arises when dealing with disciplinary content. This book addresses the realities of the classroom through the following pedagogical framework: ‘How to Develop a Growth Mindset-Oriented Classroom Culture.’ It provides both the tools and the roadmap required to do so.

Myers offers an educational intervention that invites development of representations in response to difference. Presenting a new framework for examining controversy between worldviews and a method for creating space for difference, the book brings this into dialogue with education and research, conflict resolution and religion.

Working away from trends in government policy, this book takes a future-oriented re-imagining of schools with a focus on four innate human capacities: collaboration, critical reflection, communication and creativity. Miranda Jefferson and Michael Anderson draw together examples of practice from around the world to provide a reimagining of education. They show how our schools can be sustainably transformed to be places of support, challenge and joy in learning, responsive to students' needs and the needs in our workplaces and wider society. Readers are empowered to use knowledge and experience to create the reality they would like to see in their school, building engaged, innovative and active learning, pedagogy curriculum and leadership. Key ideas are summarised at the end of each chapter along with an extensive referencing and bibliography, and a supporting glossary.

Jerome Bruner shows that the basic concepts of science and the humanities can be grasped intuitively at a very early age. Bruner's foundational case for the spiral curriculum has influenced a generation of educators and will continue to be a source of insight into the goals and methods of the educational process.

This book celebrates the 100th birthday of Jerome S. Bruner, one of the most relevant scholars in contemporary psychology. It shows how Bruner’s oeuvre and contributions to psychology, education and law are still applicable today and full of unexplored possibilities. The volume brings together contributions from Bruner’s students and colleagues, all of whom use his legacy to explore the future of psychology in in Bruner’s spirit of interpretation. Rather than being a mere celebration, the volume shows a “genuine interest for the emergence of the novelty” and examines the potentialities of Bruner’s work in cultural psychology, discussing such concepts as ambivalence, intersubjectivity, purpose, possibilities, and wonderment. Combining international and interdisciplinary perspectives, this volume tells the tale of Jerome Bruner’s academic life and beyond.

Building upon the theoretical foundations for the teaching and learning of difficult histories in social studies classrooms, this edited collection offers diverse perspectives on school practices, curriculum development, and experiences of teaching about traumatic events. Considering the relationship between memory, history, and education, this volume advances the discussion of classroom-based practices for teaching and learning difficult histories and investigates the role that history education plays in creating and sustaining national and collective identities.