Attraction Theory: Revisiting How We Learn

Evan Ortlieb

Abstract


Instead of teaching curriculum, it is time that pedagogs teach children with instructional techniques in accordance with how the human brain functions.  This theoretical discussion provides a  strong footing for structural and systemic educational change. Though reflecting on cognitive functionality has been central to the field of cognitive psychology/science, it has not led towards improvements in daily curricular practices. This paper attempts to connect how learning occurs with curricular policy and practice.

Keywords


Attraction theory; Learning; Teaching; Policy; Practice

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JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing, and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

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ISSN: 1942-2563