Guy Claxton

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

Personal

Jobs

2008 - Present

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

Professor of the Learning Sciences @ teh University of Winchester

Qualifications

Double First in Natural Sciences

Cambridge

DPhil in Experimental Psychology

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

Oxford

Other Title

Fellow of the British Psychological Society

Felleow of the Royal Society of Arts

Academican of the Academy of the Social Sciences

Building Learning Power (BLP)

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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.

One Big Ambition

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

Three Core Beliefs

Belief 1

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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

Beleif 2

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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 3

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

Three Root Systems

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

Research into the nature of learning.

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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.

Geneticists

Psychologists

Developmental Psychologists

Neuroscientists

Sociocultural Researchers

Academic Philosiphers

Practitioner research and experience.

Encouraged to see for themselves

Write up and share experiments

Grounded by what busy teacher find:

Possible

Practical

Interesting

Commitment to a vision of education

Grows From

Real Demands

Risks

Opportunities of the 21st Century

Is

Appealing

Accessible

Professional

Consultant

Subject

Creativity and Learning

To

New Zealand Ministry of Education

The Royal Albert Hall

The Football Association

HM Treasury

South Australian Ministry of Education

Worldwide Speaker

Learnign

The Brain

Creativity

Author

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

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

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

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

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

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

The Heart of Buddhism (HarperCollins, 2002)

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

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