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Hi Folks,<br>
<br>
This might be of interest to people on these lists.<br>
<br>
It will be part brainstorming part delivery of information so it
would be great to have smart people like you there to contribute
ideas.<br>
<br>
Sincerely,<br>
- Tim<br>
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<td>[CS] CS WEDNESDAY NOON TALK, April 19th: Tim Zimmerman</td>
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<td>Mon, 17 Apr 2017 15:39:31 -0400</td>
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<th align="RIGHT" valign="BASELINE" nowrap="nowrap">From: </th>
<td>Katie Stiefel <a class="moz-txt-link-rfc2396E" href="mailto:kstiefel@hampshire.edu"><kstiefel@hampshire.edu></a></td>
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<td>Cognitive Science Discussion List
<a class="moz-txt-link-rfc2396E" href="mailto:cs@lists.hampshire.edu"><cs@lists.hampshire.edu></a></td>
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<td><a class="moz-txt-link-abbreviated" href="mailto:cs@lists.hampshire.edu">cs@lists.hampshire.edu</a></td>
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<pre>CS WEDNESDAY NOON TALK, April 19th in the ASH Lobby at Noon
Tim Zimmerman, Visiting Assistant Professor of Cognition and Education
at Hampshire College
"Could John Dewey's Lab School Model Save the Environment?"
Let's assume, as many natural and social scientists predict, that
coupled environmental and social justice problems are only going to
worsen under changing climatic conditions. And, let's assume that these
problems and conditions will accelerate under the current Administration
in Washington, DC. With these assumptions as our starting point, this
talk/discussion/brainstorming session will explore John Dewey's lab
school model as a tool for improving environmental education. Driven by
a research-to-practice-to-research perspective, Laboratory schools,
frequently known as Lab School (my preference), Campus Schools, or
Demonstration Schools, began with John Dewey's lab school at the
University of Chicago around the turn of the 20th Century. In this talk
I pose a broad and integrated model of education as one possible tool
for answering this question: Could John Dewey's Lab School Model serve
as a tool for improving environmental education? First, I describe the
Lab School model, its integrated college-grade school approach and the
three main purposes of this model. Next, I present the pros and cons of
this model for teaching, research, and practice. Then I outline the
typical environmental educator preparation approach and it's alignment,
or lack thereof, with the lab school model. Finally, I invite the
audience to participate in a discussion/brainstorming activity designed
to explore the question posed for this talk, followed by some concluding
remarks.
Bio: Timothy (Tim) D. Zimmerman is Visiting Professor of Cognition and
Education at Hampshire College. He holds bachelor's and master's degrees
in marine biology/ecology and a Ph.D. in science education. He studies
how people learn environmental science concepts in non-school contexts
(museums, environmental education spaces, etc.). Using Learning Sciences
techniques, Tim combines qualitative, quantitative, and design-based
research methodologies to study learners as they move across
informal-formal learning context boundaries. At Hampshire, he teaches
courses on learning, designing for learning, and research methods as
they relate to environmental and museum education spaces.
A light lunch will be available at noon
--
Katie Stiefel
School of Cognitive Science
Hampshire College
893 West Street
Amherst, MA 01002
Phone: 413.559.5502
Fax: 413.559.5438
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