I just went to a reading group, reading Keith Sawyer’s introductory chapter to the Cam Handbook of Learning Science Click to access R.%20Keith%20Sawyer%20-%20New%20Science%20of%20Learning.pdf Interesting talk and a really nice introductory text (which I may well dip in to again at some point). Points to note from my perspective: 1) the sorts of study we do should reflect the purposes for which they’re being deployed – I think this raises confusion re: whether education is a science or not; our studies need to be dynamic to reflect the fact that they will be deployed in highly variable circumstances. 2) knowledge → pedagogy (learning) → everything else Policy needs to be grounded in what we think knowledge is, from which pedagogy should be applied. Pragmatism, social constructionism, post-modernism (ha) are epistemological stances, instructionism, constructivism, apprenticeship models, etc. are pedagogies. They’re related, but the pedagogy should be secondary; at the moment in my opinion pedagogy, and a top down ill considered notion of knowledge are combined to provide a fairly inadequate system.