Education as an intergenerational process of human learning, teaching, and development.
In this article I argue that the future of psychological research on educational processes would benefit from an interdisciplinary approach that enables psychologists to locate their objects of study within the cultural, social, and historical contexts of their research. To make this argument, I begin by examining anthropological accounts of the characteristics of education in small, face-to-face, preindustrial societies. I then turn to a sample of contemporary psychoeducational research that seeks to implement major, qualitative changes in modern educational practices by transforming them to have the properties of education in those self-same face-to-face societies. Next I examine the challenges faced by these modern approaches and briefly describe a multi-institutional, multidisciplinary system of education that responds to these challenges while offering a model for educating psychology students in a multigenerational system of activities with potential widespread benefits.
Laboratory of Comparative Human Cognition, University of California-San Diego, La Jolla, CA 92093-0506, USA. mcole@ucsd.edu
Michael
M
Cole
D000293:Adolescent; D000328:Adult; D001363:Awards and Prizes; D002648:Child; D003299:Cooperative Behavior; D018864:Cultural Diversity; D006801:Humans; D033183:Interdisciplinary Communication; D016901:Intergenerational Relations; D007858:Learning; D011588:Psychology, Educational; D012958:Societies, Scientific; D013663:Teaching; D014481:United States; D055815:Young Adult