Overview

As learning is the purpose of teaching, learning theory ought to provide a strong theoretical basis for pedagogical practice. But learning theorists do not speak with one voice, and education has struggled for generations with multiple learning theories developed across the various branches of psychology. Looking back at this history reveals a hidden imperative to characterize learning as a unified construct – a drive that has blinded us to the simplest and most obvious solution to the problem of multiple learning theories. That solution is to recruit separate theorizations of learning to the long-established educational goals of teaching skills, teaching concepts, and teaching cultural practices. Employing this strategy, Genres of Teaching delivers a stable and cumulative knowledge base for teaching.

Full Product Details

Author:   David Kirshner (Louisiana State University)
Publisher:   Cambridge University Press
Imprint:   Cambridge University Press
ISBN:  

9781316510162

ISBN 10:   1316510166
Pages:   284
Publication Date:   04 June 2026
Audience:   General/trade ,  General
Format:   Hardback
Publisher's Status:   Forthcoming
Availability:   Not yet available, will be POD  
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Table of Contents

Introduction to genres of teaching; Part I. Foundations of Genres: 1. The genres strategy; 2. The crossdisciplinary framework for genres of teaching; 3. Crossdisciplinarity in the classroom: logistics and policy; Part II. Theorizations of Learning/Genres of Teaching: 4. Learning as habituation and teaching of skills; 5. Learning as construction and teaching of concepts; 6. Learning as enculturation and teaching of cultural practices; Part III. Analysis of Curriculum and Instruction: 7. The method of crossdisciplinary analysis; 8. The educational landscape through crossdisciplinary lenses; Part IV. Institutionalizing the Genres Approach: 9. Assessment and testing; 10. Teacher education; Afterword: the prospects for genres; List of references; Index (to be added).

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Author Information

David Kirshner is professor of mathematics education at Louisiana State University, USA, and Associate Director of the Gordan A. Cain Center for STEM Literacy. He is an Associate Editor of Mathematical Thinking and Learning. Previous related work includes editorship of Situated cognition: Social, semiotic, and psychological perspectives (1997)

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