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Learning Without Lessons: Pedagogy in Indigenous Communities de David F. Lancy

Learning Without Lessons: Pedagogy in Indigenous Communities: Child Development in Cultural Context

Autor David F. Lancy
en Limba Engleză Hardback – 2 mar 2024

Folosind ca bază de date studii empirice din psihologia culturală, înregistrări etnografice și date arheologice, Learning Without Lessons propune o schimbare radicală de paradigmă în înțelegerea educației. Suntem de părere că această lucrare, publicată de Oxford University Press în seria Child Development in Cultural Context, reușește să umple un gol imens în literatura de specialitate prin documentarea practicilor de învățare din comunitățile pre-industriale la scară mică.

Observăm că David F. Lancy deconstruiește modelul pedagogic occidental — cel bazat pe profesori, săli de clasă, programă și testare — pentru a scoate la lumină o „pedagogie” a participării voluntare. În loc de instruire verbală, datele prezentate relevă prevalența învățării auto-ghidate, unde copiii deprind abilități complexe prin observație, ascultare și utilizarea uneltelor reale în activități cotidiene, cum este căutarea hranei. Ne-a atras atenția structura riguroasă a volumului, care include 33 de casete text ce detaliază studii de caz specifice, oferind o claritate analitică rară pentru un domeniu atât de vast.

Această lucrare completează perspectiva oferită de Children Learn by Observing and Contributing to Family and Community Endeavors: A Cultural Paradigm de Maricela Correa-Chávez, adăugând o dimensiune istorică și arheologică ce lipsea din analizele pur contemporane. În contextul operei sale, David F. Lancy rafinează aici observațiile din Child Helpers și The Anthropology of Childhood, trecând de la simpla catalogare a comportamentelor la formularea unei teorii coerente despre cum se produce cunoașterea în absența școlarizării formale. Este un volum ce recalibrează relația dintre teoriile vestice și cele non-vestice despre dezvoltarea cognitivă.

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Specificații

ISBN-13: 9780197645598
ISBN-10: 0197645593
Pagini: 296
Ilustrații: 33 text boxes; 1 b/w photograph
Dimensiuni: 224 x 79 x 36 mm
Greutate: 0.61 kg
Editura: Oxford University Press
Colecția OUP USA
Seria Child Development in Cultural Context

Locul publicării:New York, United States

De ce să citești această carte

Recomandăm această carte educatorilor și antropologilor care doresc să înțeleagă rădăcinile naturale ale învățării. Cititorul va câștiga o perspectivă eliberatoare asupra educației, descoperind cum autonomia și participarea la viața comunității pot înlocui cu succes structurile rigide ale școlii moderne. Este un argument solid pentru reevaluarea metodelor de predare prin prisma succesului milenar al pedagogiei indigene.

Despre autor

David F. Lancy este Profesor Emerit de Antropologie la Utah State University și unul dintre cei mai respectați cercetători ai copilăriei din perspectivă interculturală. Cu o carieră dedicată studierii modului în care copiii învață în afara sistemelor formale, a publicat lucrări fundamentale precum Playing on the Mother Ground și The Anthropology of Childhood. Expertiza sa îmbină datele din antropologie, psihologie și educație, oferind o viziune nuanțată asupra diversității culturale. Lucrarea de față reprezintă punctul culminant al cercetărilor sale privind rolul copiilor ca participanți activi în comunitățile lor.

Descriere

In Learning Without Lessons, David F. Lancy fills a rather large gap in the field of child development and education. Drawing on focused, empirical studies in cultural psychology, ethnographic accounts of childhood, and insights from archaeological studies, Lancy offers the first attempt to review the principles and practices for fostering learning in children that are found in small-scale, pre-industrial communities across the globe and through history. His analysis yields a consistent and coherent "pedagogy" that can be contrasted sharply with the taken-for-granted pedagogy found in the West. The practices that are rare or absent from indigenous pedagogy include teachers, classrooms, lessons, verbal instruction, testing, grading, praise, and the use of symbols. Instead, field studies document the prevalence of self-guided learners who rely on observation, listening, learning in play from peers the hands-on use of real tools and, learning through voluntary participation in everyday activities such as foraging. Aiming to reverse the customary relation between western and non-Western theories or ideas about child learning and development, this book concludes that the pedagogy found in communities before the advent of schooling differs in very significant ways from that practiced in schools and in the homes of schooled parents.

Recenzii

A century on from Mead, childhood is an area where the world desperately needs anthropology, and Lancy's book is a valuable resource for showing why.
This book is a brilliant overview of Indigenous children's learning. I recommend it to teachers and parents. It challenges thinking about children's capabilities and preferences. It challenges claims about what aspects of human development are innate and universal.
Learning Without Lessons is about the acquisition of knowledge through these natural activities children are engaged in during their family and community routines of life. Bringing these ways of learning to life in rich detail is the first goal of this terrific book by David Lancy.
Recommended. Graduate students and faculty only.
I found this book a brilliant overview of Indigenous children's learning. I recommend it to teachers and parents. It will stimulate a re-assessment of whether WEIRD communities are adequately child-friendly. It challenges thinking about children's capabilities and preferences. It challenges claims about what aspects of developmental psychology are innate and universal.
Lancy draws on the research on learning from a wide range of authors from general anthropology and educational anthropology, psychological anthropology, developmental psychology, comparative education, and cultural psychology. He uses ethnographic texts from the books, articles, and monographs assembled in the Human Relations Area Files (HRAF) on learning, parenting, and child development. He includes a very wide range of examples and conceptual frameworks. Indeed, Lancy's reference list is a comprehensive go-to for those interested in this field.
I recommend supplementing Lancy's ethnological insights with analyses of why WEIRD societies approach childhood as they do (I introduce concepts such as adultism, White Saviour Complex, and binary dualisms, contextualised with history of Western science and imperialism). A century on from Mead, childhood is an area where the world desperately needs anthropology, and Lancy's book is a valuable resource forshowing why.
I typically dog-ear the pages of a new nonfiction book related to play, the bent folds serving as markers of ideas that I wished to return to at a later time. My copy of David Lancy's new book now looks like a concertina…Lancy's book offers case after case from Indigenous communities all over the world in an almost dizzying display of ethnographic wonder, that in many communities, the ethnography of record describes not just a lack of teaching, but teaching avoidance. Instead, there is much observation, a waiting for children's own individualized readiness to join in the tasks at hand. And as children practice, they play… Playworkers and play advocates who trust in children's ability to learn will smile with recognition here-children have much to teach each other and to teach us. Grownups may do them a favor by just getting out of the way.
Learning Without Lessons is a must-read for anthropologists, educators, and anyone interested in child development across cultures. Lancy's work serves as both a tribute to Indigenous communities and a call to reevaluate the rigid frameworks of modern education. I am sure it will not be too long before I meet someone who, in a casual conversation, upon hearing that I am an anthropologist of childhood, will mention how Learning Without Lessons has deeply inspired them to think otherwise about children and education.

Notă biografică

David F. Lancy, Ph.D., is Emeritus Professor of Anthropology at Utah State University. Beginning in 1968 in Liberia, Lancy has done extensive cross-cultural fieldwork and repeated surveys of the ethnographic record with children as the focus. In total, he has authored eleven books and edited three. His current research interests center on the study of delayed personhood, the chore curriculum, children as a reserve labor force, children growing up in a Neontocracy, how children acquire their culture, socio-historical analyses of schooling, and the culture of street kids. His distinctions include the Utah State University Career Scholar award and Carnegie award for teaching excellence.