Schools for Thought: A Science of Learning in the Classroom

Rating:
Summary: A strong overview of cognitive science in education
Review: John Bruer wrote Schools for Thought as an overview of cognitive science demonstrated through select educational programs that incorporate research from the cognitive sciences into classroom practice. His argument is that "cognitive science can help us think about our educational problem...[and]...expand our educational problem space...[to]...help us see new possibilities and search for solutions in new ways." (p 290).

The book is well organized. Both the overall structure of the book as well as each individual section reiterate the belief that "if we understand the mental processes that underlie expert performance in school subjects, we can ask and answer other questions that are important for education. How do students acquire these processes? Do certain instructional methods help students acquire these processes more quickly or more easily? Can we help students learn better?" (p. 14)

Content specific sections in science, math, reading, writing, assessment, and teacher preparation provide evidence into the problems of current teaching practice, theory from cognitive science, and select examples that demonstrate what a restructured curriculum could resemble. "Knowing why" is a recurring theme in each of the sections that not only ties the concepts together, but motivates the reader to transfer the concepts into their professional practice. The organization gives those new to cognitive science a thorough overview while allowing experienced readers to quickly center in on their topic of interest. Schools for Thought is a valuable resource for anyone concerned about education and open to changing their views -- administrators, teachers, parents, legislators, etc.

However, just as Newton provides an accurate overview of the formulas for motion until the scientist needs the more precise formulas of Einstein, Bruer should be considered an accurate but limited overview. Other works expand on Bruer's concepts. For example, according to Bruer, "cognitive scientists claim that the human mind can be described as a computing device..." (p. 21) In 'Dynamic Memory Revisited', Schank points to subtle differences between human thinking and computing devices that should affect our approach to education. Similarly, Bruer states that "expert teachers incorporate routines" (p. 285), while in 'Teachers' Workplace', Rosenholtz cautions that a routinized classroom is characteristic of an ineffective school. Again, these are not intended to negate Bruer's claims, but to strengthen them on a more refined level.