- Series: Educational Psychology (Book 19)
- Paperback: 186 pages
- Publisher: Peter Lang Inc., International Academic Publishers; First printing edition (May 4, 2012)
- Language: English
- ISBN-10: 1433116545
- ISBN-13: 978-1433116544
- Product Dimensions: 5.9 x 0.4 x 8.8 inches
- Shipping Weight: 9.6 ounces (View shipping rates and policies)
- Average Customer Review: 4.7 out of 5 stars See all reviews (4 customer reviews)
- Amazon Best Sellers Rank: #1,049,290 in Books (See Top 100 in Books)
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Mirrors of the Mind: Introduction to Mindful Ways of Thinking Education (Educational Psychology) First printing Edition
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About the Author
Noriyuki Inoue is Associate Professor of Educational Psychology at the University of San Diego, where he teaches educational psychology, cognition and learning, human development, and research method courses. He is actively involved in advancing scholarship in the area of cross-culturally oriented research incorporating East Asian cultural concepts and epistemology for improving educational practices. Originally from Japan, he taught at Japanese schools until he came to the United States in 1991 as a recipient of the Fulbright Scholarship. He received his M.Ed. from Harvard University and his Ph.D. from Columbia University.
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Top customer reviews
What Mirrors of the Mind also is, is a brief and lucid guide to and critique of western educational theory. For example, Inoue explains how behaviorist psychology focused on external behaviors, and continues to exert an influence on education: the current obsession with observable and measurable outcomes in assessment and evaluation disregards whatever internal, psychological processes might be taking place in the learner. As teachers know, "education deals with many things that are invisible" (p. 28), and a focus on observable behaviors gives an impoverished view of what our students are learning. On the other hand, in his commentary on cognitive learning theory, Inoue criticizes the reductionism in cognition-based research that strips away the context and complexity of real learning situations: "we need to construct a more humane model of the way students learn in schools" (p. 49).
For a small book, Inoue covers a lot of ground, and educators who have an appetite for some of the key concepts and figures in educational theory will be treated to a little neuroscience, a smattering of consciousness, a small helping of constructivism, a bit of motivation, and modest servings of Freud, Vygotsky, and Piaget. Inoue writes in a voice that is refreshingly straightforward and wise. The East Asian concepts - mostly Japanese - such as jikkan (gut feeling), kizuki (the process of arriving at an "aha!" moment), and omoi (a concept that embraces thinking, feeling, and passion), are an interesting introduction to different ways of thinking about teaching practice, though I'm not sure how much they will 'take' given their very brief treatment. Still, as a polite debunking of established educational theory, one that encourages the reader to take what's useful but leave the rest in the process of arriving at a personal theory, this book is a really great read.