The Intellectual Heritage of NML

Under deadline pressure, in less only 30 minutes, students worked with a partner to create short summaries of key ideas. Take a look!

JOHN DEWEY

Corey Abramson and Lorraine Childs found a variety of sources that illustrate John Dewey‘s ideas about the relationship between knowledge and action. Conor Schnarr and Rich Becker show how Sir Ken Robinson’s ideas about creativity and learning are fundamentally linked to Dewey’s ideas about the purpose of education: helping people realize their human potential.

MARSHALL MCLUHAN

Chloe Westman and Bi-Hsuan Chien write about Marshall McLuhan, noting how he explores the shift between book culture and television culture. Print culture promotes individualism and social hierarchy while television can be understood by millions with no background and training. Scott Stitzer and Genevieve Gillespie watched the McLuhan CBC video and learned that McLuhan believed it was harder to maintain a fixed point of view in an electronic age, because we are surrounded by so much information in our media environment.

JEROME BRUNER

   Jaleesa Jackson and Ashley Blakeney selected key quotes from an essay by Bruner where he outlines his theory about learning from experience and learning from symbols. In their interpretation, they note the important role of learning by observing others. Karen Fisher and Kevin Hopkins claim that Bruner is aware of the limitations of learning from symbols – because of the way they can be interpreted in many ways.

HOWARD GARDNER AND HENRY JENKINS

Chaz Flores and Autumn Davis note that Henry Jenkins sees the benefits of young people becoming creators of content at an early age. Howard Gardner found that the idea of “doing one’s best work” may be associated with people’s need for fame, however. Luis Cruz and Keaton Nichols offer some quotes from the “How we Got Here” essay that show how these scholars see young people as responsible for being critical thinkers– and for being smart about their online and offline identities.

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One Response to The Intellectual Heritage of NML

  1. Pingback: Hands-On, Minds On! « New Media Literacies at Temple University

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