Guy Claxton

Honelako gehiago

Causes of WW1

by Ademaj Bleona

Serious Games - An Overview

by Leonidas Wang

What is literacy?

by Emma Vaisman

INFORMATION TECHNOLOGY

by Khalid mazlan

Guy Claxton

"I am trained in psychotherapy and have studied Buddhist and other forms of meditation since the mid-1970s."

Professional

Author

Hare Brain, Tortoise Mind: Why Intelligence Increases When You Think Less (Fourth Estate 1997, HarperPerennial 1999)

Wise Up: Learning to Live the Learning Life (Bloomsbury 1999, Network Continuum 2000)

The Heart of Buddhism (HarperCollins, 2002)

Building Learning Power: Helping Young People Become Better Learners (www.buildinglearningpower.co.uk, 2002)

The Wayward Mind: An Intimate History of the Unconscious (Little Brown 2005, Abacus 2006)

The Creative Thinking Plan (with Bill Lucas, BBC Books 2007)

Creativity, Wisdom and Trusteeship: The Role of Education (edited with Howard Gardner and Anna Craft, Corwin Press 2007)

What’s the Point of School? Rediscovering the Heart of Education (Oneworld 2008)

◦New Kinds of Smart (written with Bill Lucas, Open University Press 2010)

Worldwide Speaker

Creativity

The Brain

Learnign

Consultant

To

South Australian Ministry of Education

HM Treasury

The Football Association

The Royal Albert Hall

New Zealand Ministry of Education

Subject

Creativity and Learning

Building Learning Power (BLP)

So Building Learning Power appeals to anyone who wants to know how to get better results and contribute to the development of real-life learners - both at once. It is for teachers, teacher trainers, parents and anyone involved in formal and informal education. It particularly appeals to those who want more than sound-bites and quick fixes; who seek a satisfying approach that leads to cumulative growth in students’ real-life self-confidence and ingenuity.

Three Root Systems

The following three roots give Building Learning Power a strong and stable foundation.

Commitment to a vision of education

Is

Accessible

Appealing

Grows From

Opportunities of the 21st Century

Risks

Real Demands

Practitioner research and experience.

Grounded by what busy teacher find:

Interesting

Practical

Possible

Write up and share experiments

Encouraged to see for themselves

Research into the nature of learning.

All of the below are shaping a new image of the malleability of young minds, and BLP tries to make as much use of these ideas as possible.

Academic Philosiphers

Sociocultural Researchers

Neuroscientists

Developmental Psychologists

Psychologists

Geneticists

Three Core Beliefs

Belief 3

This confidence, capability and passion can be developed since real-world intelligence is something that people can be helped to build up

Beleif 2

BLP believes that this purpose for education is valuable for all young people and involves helping them to discover the things that they would really love to be great at, and strengthening their will and skill to pursue them.

Belief 1

BLP believes that the core purpose of education is to prepare young people for life after school; helping them to build up the mental, emotional, social and strategic resources to enjoy challenge and cope well with uncertainty and complexity

One Big Ambition

Building learning power is about helping young people to become better learners, both in school and out.

Personal

Other Title

Academican of the Academy of the Social Sciences

Felleow of the Royal Society of Arts

Fellow of the British Psychological Society

Qualifications

DPhil in Experimental Psychology

Gained his doctorate in experimental psychology for studying how the mental dictionary is consulted as we understand language.

Oxford

Double First in Natural Sciences

Cambridge

Jobs

2008 - Present

Professor of the Learning Sciences @ teh University of Winchester

Co-Director of the Centre for Real-World Learning (CrL)