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Theoretical Base
The Mind Lab Method rests on solid theoretical foundations and draws from the ideas and studies of several prominent modern scholars and researchers, including:
The philosopher John Dewey, who already at the start of the 20th century, recognized the urgent need to transform education into a more democratic practice. In his "Constructivistic Theory," Dewey claimed that the child must be placed at the centre of the learning process, and be allowed to learn from experience and not just from theoretical and academic resources. He viewed games as an excellent educational tool for achieving this goal;
Professor Reuven Feuerstein, who pioneered the popular educational method "Instrumental Enrichment," and the crucial concept of "Mediated Learning." Feuerstein stresses the central role of teaching thinking processes (as opposed to the teaching of content) with the aid of a mediating, enabling environment, a concept that has been espoused and applied by the Mind Lab Group;
Professor Howard Gardner who developed the "Multiple Intelligences" theory. This theory depicts the great variance existing between different individuals' personal talents and learning styles - and consequently, the flexible teaching approaches that should be applied in order to effectively reach each and every pupil;
Professor David Perkins, who in his work stressed the need for teaching thinking processes and who particularly emphasised processes connected to understanding and transference - central concepts of the Mind Lab Group's philosophy;
Professor Robert Sternberg, whose studies have examined the idea of "Successful Intelligences" - those actual expressions and applications of intelligence in real life situations (as opposed to standardized intelligence tests).
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From John Dewey's "Democracy and Education" (1916):
"Experience has shown that when children have a chance at physical activities which bring their natural impulses into play, going to school is a joy, management is less of a burden, and learning is easier. Sometimes, perhaps, plays, games, and constructive occupations are resorted to only for these reasons, with emphasis upon relief from the tedium and strain of "regular" schoolwork. There is no reason, however, for using them merely as agreeable diversions. Study of mental life has made evident the fundamental worth of native tendencies to explore, to manipulate tools and materials, to construct, to give expression to joyous emotion, etc. When exercises which are prompted by these instincts are a part of the regular school program, the whole pupil is engaged, the artificial gap between life in school and out is reduced, motives are afforded for attention to a large variety of materials and processes distinctly educative in effect, and cooperative associations which give information in a social setting are provided. In short, the grounds for assigning to play and active work a definite place in the curriculum are intellectual and social, not matters of temporary expediency and momentary agreeableness."
For further information, please contact Mind Lab NZ |
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