Bion, W.R.
Experiences in Groups
. New York: Ballantine Book; 1954.
This is a classical introduction to group work and group dynamics. The author concentrates on the influence of leadership on the group process.
Bols, Samuel and Herbert Gintis.
Schooling in Capitalist America
. New York: Basic Books, Inc., Publishers, 1976.
Bols and Gintis analyze the evolution of the American education system and its effect on social mobility. They challenge the basic assumptions underlying schooling in American and show that social mobility is more apparent than real.
Bowers, C.A.
Cultural Literacy for Freedom
. Eugene, Oregon: Elan Publishers, Inc., 1974.
The author has an existential interpretation of learning and teaching which he applies to a theory of socialization. He feels that learning must enable people to make an impact on our culture. He challenges the assumptions of our educational system.
Brown, Cynthia.
Literacy in 30 Hours.
London: Writers and Readers Publishing Cooperative, 1975.
This
is a detailed description of Paulo Freiere’s method of teaching literacy
to Brazilian peasants.
Freiere, Paulo. Education for Critical Consciousness. New York The Seabury Press, 1973.
____________. Pedagogy of the Oppressed. New York: Herder and Herder, 1968.
____________. Pedagogy in Process. New York: The Seabury Press, 1978.
Freiere is an educator who taught literacy in Brazil until he was forced into exile. He sees learning as an interactive process between the learner and the material being learned and asserts that literacy is a political act.
Ginsburg, Herbert and Sylvia Opper. Piaget’s Theory of Intellectual Development. Englewood Cliffs, N.J.: Prentice Hall, Inc., 1969.
This is an introduction, description and discussion of Piaget’s theory.
Glasser, William. Schools Without Failure. New York: Perennial Library, 1969.
This is a critical discussion of why schools are not succeeding. The author sees lack of interaction and involvement of students in active learning as a prime weakness.
Luria, A.R. Cognitive Development. Cambridge, Mass.: Harvard University Press, 1976.
This is a description of field research done by the author in the Soviet Union in the 1930’s in a small agricultural area which was being collectivized. He studied the effects of literacy and collectivization on the thinking processes of the inhabitants.
Piaget, Jean. T-he Psychology of the Child. New York: Basic Books, Inc., 1969.
This is Piaget’s own introduction to this theory about the psychology of the child.
Piaget, Jean. The Language and Thought of the Child. New York: The World Publishing Company, 1971.
This is a presentation of Piaget’s view of the relationship of thought to language. He sees language as an externalization of thought. This is a particularly hierarchical view of learning and child development.
Poatman, Neil, and Charles Weingartner. Linguistics: A Revolution in Teaching. New York: A Delta Book, 1966.
This is a presentation of why language is a vital form of learning. They present their use of it in the classroom and see developing these skills as a way for students to take active part in their learning.
Rogers, Carl R. Freedom to Learn. Columbus, Ohio: Charles E. Merrill Publishing Company, 1969.
This book describes and advocates a learning experience in which the learner uses the emotions as well as the intellect. He compares this to a more traditional learning which he sees as not involving feelings and therefore having no relevance for the whole person.
Vygotsky, Leon S. Thought and Language. Cambridge, Mass.: M.I.T. press, 1962.
This is a presentation of a dialectical view of the development of thought and language. Vygotsky has learned much from Piaget but argues against his views on the relationship between thought and language.
