An Integrative View of Human Learning and Development in Service of Equitable Robust Learning: RISE Principles

• In Event: How Can the Science of Human Learning and Development Inform Preparing Students to Engage in Civic Reasoning?

Abstract

This paper articulates an integrative framework for understanding human learning and development, identified as the RISE principles (Nasir et al, 2020; Nasir et al, in press):

(1) Rooted in evolutionary, biological, and neurological systems; (2) Integrated with other developmental processes whereby the whole child (emotion, identity, cognition) must be taken into account; (3) Shaped in culturally organized practice across people’s lives; and (4) Experienced as embodied and coordinated through social interaction.

The paper then explores the implications of these integrative principles for understanding the conditions that must be in place and addressed in learning environments that seek to prepare young people to engage in civic reasoning that can inform civic engagement rooted in democratic values (Lee, Meltzoff & Kuhl, 2020; Nasir, McKinney de Royston, Barron, Bell, Pea, Stevens, Goldman, 2020; Spencer et al, 2020). The paper includes attention to the empirical research that informs these principles.

Author

• Roy D. Pea, Stanford University