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What is transdisciplinarity - and what are its methods? How does a living lab work? What is the purpose of citizen science, student-organized teaching and cooperative education? This handbook unpacks key terms and concepts to describe the range of transdisciplinary learning in the context of academic education. Transdisciplinary learning turns out to be a comprehensive innovation process in response to the major global challenges such as climate change, urbanization or migration. A reference work for students, lecturers, scientists, and anyone wanting to understand the profound changes in higher education.

Learning, Psychology of.

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"The purpose of this book is to give the beginning student an interpretation of human nature that he can understand and use. In present-day psychology, and in other sciences, there is perhaps no tendency more significant than the way in which theory is related to practice. The man on the street is aware of this characteristic of modern science, and the beginning student of psychology enters upon his study expecting that his new knowledge will help him understand his personal problems and further his vocational ambitions. The beginning student in the field knows a good deal about human nature, he uses many psychological terms--with more or less accuracy--and he looks forward to more insight in his relations with fellow beings and with himself. Such expectancy is a stimulating challenge to this most human of sciences; it calls for a selection, an organization, and a well-grounded interpretation of a vast array of fact and theory, an interpretation that is intellectually satisfying and that can be put to work in the immediate affairs of life. The author in accepting this challenge has been mindful of the current attempts to find common ground in the apparently conflicting schools of psychology, and he has felt free to select materials and place emphasis in ways that seem best suited to the practical purposes of this book"--Preface. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

Learning, Psychology of.

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"Theories of learning which make use of conditioning principles are not related in a simple manner to the facts from conditioning experiments. This book represents an effort to place the facts and theories into some sort of order through critical exposition. The net result is not a finished theory; in many instances we have found it necessary to point to several alternative conceptions. The examination of the relation of conditioning to other basic learning experiments has at other points revealed serious gaps in our knowledge which future experimentation must fill. Although conditioning has sometimes been proposed as a basic concept for the fields of cerebral physiology, of mental hygiene and personality, and of the higher thought processes, we have found it desirable to place greatest emphasis upon the relation of conditioning to learning theory. In the later chapters we have surveyed the possibilities of applying conditioning concepts within some of the other fields"--

Learning, Psychology of.

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"A knowledge of themselves ought to have a paramount place in the education of the youth of both sexes. This seems to be a proposition which only requires to be heard in order to be admitted. "Know thyself," is a justly celebrated saying of one of the ancient sages of Greece. As we are embodied spirits, this knowledge branches into two parts: physiology, the knowledge of our bodies; and psychology, the knowledge of our minds. It is beginning to be confessed that some information concerning the natural and healthy development of the body ought to form a part of a thorough education. Our ability to discharge the active duties and enjoy the true pleasures of life depends on the state of the health. This is endangered by ignorance of the common laws of our bodily frame, and of the mode in which they are to be applied for the preservation of health and the prevention as far as possible of disease. A few lessons on these topics would be of immense value to the inexperienced girls or boys in their school days: for the lessons obtained by personal experience are all too costly, and often come too late. A still farther degree of instruction would be of essential benefit to those who are about to enter upon married life and become parents, both for their own guidance and for the proper management of their children"--Preface. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

Learning, Psychology of.

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"It has long been a subject of remark, that while the science of mathematics, which discusses the properties and relations of space and number, is accompanied by the most conclusive evidence, and bears conviction with it at every step of its progress, the philosophy of the mind still remains enveloped in comparative darkness and uncertainty, after the intellect of ages has been expended in its investigation. The question arises, Are not both similar in their nature, and alike susceptible of demonstrative discussion? It seems evident, that they are not precisely alike, and yet much of the obscurity enveloping mental science, doubtless arises from the unphilosophical manner in which its investigations have been conducted and the inappropriate style in which the result of them has generally been recorded. The superior force of mathematical reasoning, arises from three sources. First, from an intrinsic difference in the nature of the subjects discussed.

Learning, Psychology of.