Guy Claxton

Guy Claxton
The University of Winchester · Centre for Real_world Learning

About

82
Publications
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3,133
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Publications

Publications (82)
Article
It’s all too easy for teachers to focus on building students’ knowledge and skills without paying attention to the mental habits that students need to be effective learners. Guy Claxton discusses the need for teachers to design their instruction in a way that promotes resilience, curiosity, independence, and a positive disposition toward learning.
Article
Full-text available
Each year the Education Group of the British Psychological Society initiates an open review of a text which its members have found to be of significance. In 2016 they selected 'Educating Ruby: what our children really need to learn'. A distinguished group of academics contributed articles - Patricia Broadfoot, Janet Clinton, Teresa Cremin, Noel Ent...
Book
Everyone knows schools need rethinking, but few speak from the perspectives of children, families and teachers. Drawing on a range of research from the learning sciences, Educating Ruby shows how you can cultivate confidence, curiosity, collaboration, communication, creativity, commitment and craftsmanship in children at the same time as helping th...
Article
If you think that intelligence emanates from the mind and that reasoning necessitates the suppression of emotion, you'd better think again-or rather not “think” at all. In his provocative new book, Guy Claxton draws on the latest findings in neuroscience and psychology to reveal how our bodies–long dismissed as mere conveyances–actually constitute...
Article
Full-text available
For schools to make the jump from the 19th to the 21st century, they need to re-focus their attention. Instead of worrying about the content of the syllabus, the form of assessment, or how to re-engage the disengaged, they need to ask: what kind of mind training — or, more formally, ‘epistemic apprenticeship’ — is going on, day in, day out, in clas...
Technical Report
Full-text available
Researchers at the University of Winchester's Centre for Real World Learning, who prepared the report, 'Thinking like an engineer - implications for the education system', interviewed a wide variety of engineering educators and practising engineers to identify six 'engineering habits of mind' that generate very specific ways of thinking and approac...
Article
Full-text available
Creativity is widely accepted as being an important outcome of schooling. Yet there are many different views about what it is, how best it can be cultivated in young people and whether or how it should be assessed. And in many national curricula creativity is only implicitly acknowledged and seldom precisely defined. This paper offers a five dimens...
Technical Report
Full-text available
Professor Bill Lucas is director of the Centre for Real-World Learning at the University of Winchester and a former school leader. Bill advises organisations across the world including ACER, GEMS Education, City & Guilds and the Health Foundation. As founding CEO of the Campaign for Learning, he helped to create Family Learning Week and set up the...
Technical Report
Full-text available
Implications for leaders in creating the culture in which outstanding teaching and learning can occur in colleges
Article
Research attests to the perils of hubristic leadership in politics, the military and business organizations, however whilst researchers have identified hubris' correspondences with personality disorders and various organizational and individual level factors, the cognitive and affective antecedents of hubris have been largely overlooked. In this pa...
Article
Full-text available
Creativity is widely accepted as being an important outcome of schooling. Yet there are many different views about what it is, how best it can be cultivated in young people and whether or how it should be assessed. And in many national curricula creativity is only implicitly acknowledged and seldom precisely defined. This paper offers a five dimens...
Article
The assumption that bodies have little to do with thinking – other than to be the vehicle that gets a mind to a classroom – deeply underpins the traditional model of schooling. Lessons and seminars are designed on the premise that thinking happens best when people are pretty still, their bodies are quiet and undemanding of attention, and they are w...
Technical Report
Full-text available
In Spring 2011, Creativity, Culture and Education (CCE) commissioned the Centre for Real-World Learning (CRL) at The University of Winchester to undertake research to establish the viability of creating an assessment framework for tracking the development of young people's creativity in schools. The research and subsequent development work with tea...
Technical Report
Full-text available
These reports have been commissioned to introduce readers to the main principles, theories, research and debates in the field. They aim to introduce the major themes and writing pertaining to each area of study and to outline key trends and arguments. About the authors Ellen Spencer is senior researcher at the Centre for Real-World Learning (CRL) a...
Article
Full-text available
These reports have been commissioned to introduce readers to the main principles, theories, research and debates in the field. They aim to introduce the major themes and writing pertaining to each area of study and to outline key trends and arguments. About the authors Ellen Spencer is senior researcher at the Centre for Real-World Learning (CRL) a...
Technical Report
Full-text available
An exploration of thinking about pedagogy for vocational teaching and learning. This report, commissioned by the City & Guilds Centre for Skills Development, offers a theoretical underpinning for a vocational pedagogy. It is intended as a contribution to current discussions about further improving the quality of teaching and learning in the vocatio...
Technical Report
Full-text available
An exploration of thinking about pedagogy for vocational teaching and learning. This report, commissioned by the City & Guilds Centre for Skills Development, offers a theoretical underpinning for a vocational pedagogy. It is intended as a contribution to current discussions about further improving the quality of teaching and learning in the vocatio...
Conference Paper
Creative-mindedness is the broad disposition to come up with a good idea when you need one, and work it through. It relies on a number of factors: the absence of beliefs that might cause one to neglect or misrepresent useful aspects of one's own mind; the possession of a rich and partly unsystematic neural compost of experience, snippets and unders...
Article
The performance of children who had experienced Dienes and Fletcher mathematics schemes was examined on abstract and real-life concept-formation tasks (N=16 per group). No overall difference was found between children taught mathematics under the different schemes, but those taught by the Dienes method formed real-life concepts more successfully.
Technical Report
Full-text available
An overview of the state of practical and vocational education in the UK
Article
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This is the first of the Sector Papers to be published from the Inquiry into the Future for Lifelong Learning (IFLL). The Sector Papers discuss the implications of lifelong learning for each of the sectors involved in providing learning opportunities: pre-school, school, FE, HE, private trainers, third sector organisations and local authorities. Th...
Technical Report
Full-text available
Article
Recent advances in social cognitive neuroscience and related fields have rejuvenated scholarly research into intuition. This article considers the implications of these developments for understanding managerial and organizational decision making. Over the past two decades, researchers have made considerable progress in distinguishing intuition from...
Chapter
An Introductory CHATCHAT Goes to School: Principles and ImplicationsChapter Sketches
Chapter
The Purpose of Education: To Thrive on UncertaintyThe Sociocultural Approach to Learning: A Tale of Three DiscoursesThe Layers of CultureResilienceResourcefulnessTime and Open-MindednessConclusion
Article
Full-text available
Approaches to the development of young people's habits of mind vary along a number of dimensions. Some foreground intellectual habits, and tend to prefer speaking of developing 'thinking' rather than 'learning'; others take a broader view of what lifelong learning involves, and include experiential, emotional and imaginative factors. Some focus on...
Article
Full-text available
This chapter addresses whether the dominant conception of 'gifted and talented' is justified by psychological research and what effects holding this conception has for learners. It argues that both the research base and practical and moral considerations should lead us to exclude ideas of innate and unchangeable degrees of 'giftedness' from our edu...
Book
Creativity is a major economic force in the 21 Century and increasingly we need to beyond conventional thinking to achieve our full potential in our personal and professional loves. The Creative Thinking Plan draws on a wide range of research to show how we can access our creativity more effectively and be more creative at work.
Article
Full-text available
Though it is being widely argued that expanding young people's capacity to learn is a viable and desirable goal of education, it it not always clear what this means, how it is to be achieved, and how the effectiveness of interventions is to be assessed. It is argued that the capacity to learn should be interpreted as a portmanteau term that compris...
Article
Full-text available
Creativity in education often takes the form of concentrated periods of arts‐based ‘light relief’ from the rigours of the National Curriculum. In psychology, on the other hand, creativity is often associated with a dramatic moment of ‘illumination’ in solving scientific, mathematical or practical problems. This paper explores a third approach calle...
Article
In so far as education has acknowledged creativity at all, it has commonly focused on ‘allowing’ rather than ‘developing’ creativity, on arts-based ‘experession’ rather than broader or deeper kinds of creativity; and on the role of techniques rather than dispositions. This paper seeks to redress the balance by arguing for a range of candidate ‘habi...
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Article
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I have tried to sketch an approach to the complex phenomena that go by the name of ‘mindfulness’ that both does justice to this complexity and depth, and also offers a way of thinking about mindfulness in evolutionary, ecosocial and neural terms: terms that enable us to ask questions like: where did mindfulness come from? What kind of consciousness...
Article
Full-text available
The aim of this fMRI investigation was to identify those areas of the brain associated with approaching a story generation task creatively and to investigate the effects upon these correlates of incorporating a set of words that were unrelated to each other-a strategy considered to encourage semantic divergence. Preliminary experiments were underta...
Article
Full-text available
Reflexion sobre los cambios que los avances en cognicion estan produciendo en los modelos de enseñanza actuales. Los nuevos conocimientos sobre como funciona la mente nos obligan a considerar el aprendizaje como un gran desconocido, del que la psicologia moderna esta mostrando hoy facetas nuevas. Reflection about changes and challenges which cognit...
Article
Full-text available
This paper reports the initial results of a study that was designed to develop and test an instrument that could identify the elements of an individual's capacity for lifelong learning. We anticipated that the components of this capacity would include a complex mix of dispositions, lived experiences, social relations, values, attitudes and beliefs...
Article
Full-text available
This paper draws on examples from New Zealand early childhood settings to illustrate a dynamic approach to learning dispositions. It sets out three dimensions along which a ‘learning curriculum’ can strengthen valued responses to learning opportunities: increasing their frequency and robustness, widening their domain, and deepening their complexity...
Article
Full-text available
When I first open a new document on my computer, as I have just done, the relationship between my key presses and what happens on the screen is rather loose. I press Enter a few times to move the cursor down the page a bit (allowing some ready space to fill in the title later), and sometimes nothing happens for a while; or the cursor disappears for...
Article
The fundamental purpose of education for the 21st century, it is argued, is not so much the transmission of particular bodies of knowledge, skill and understanding as facilitating the development of the capacity and the confidence to engage in lifelong learning. Central to this enterprise is the development of positive learning dispositions, such a...
Article
Commentary on ‘The View from Within’, edited by Francisco Varela and Jonathan Shear[opening paragraph]: In this commentary I want to offer a general response to the papers: one which links together the introspectionist, phenomenological and Buddhist traditions, and suggests a practical relationship between first-person and third-person perspectives...
Article
This book on lifelong learning has two overarching themes: the three Rs of learning power (resilience, resourcefulness, and reflectiveness) and a good learner's toolkit of learning strategies. An introduction previews the main conclusions. Chapter 1 explains how different communities can hold different beliefs about learning. Chapter 2 explores the...
Article
The cornerstone of the dominant folk theory of free will is the presumption that conscious intentions are, at least sometimes, causally related to subsequent ‘voluntary’ actions. Like all folk theories that have become ‘second nature', this model skews perception and cognition to highlight phenomena and interpretations that are consistent with itse...
Article
Neurophysiological and psychological evidence require us to see perception, the ‘fabrication of (conscious) experience’, as a process in time. Some of the elapsed time between the onset of stimulation and the appearance of a conscious image is accounted for by onsiderations of neural hardware. Cognitive science conventionally assumes that these str...
Article
Klenowski (1995) identifies three aspects of ‘self‐assessment’. The present commentary examines these from the point of view of the development of learning‐to‐learn or ‘learning acumen’, which, it is proposed, comprises resilience, resourcefulness, reflectivity and responsibility. The minimal sense of self‐evaluation, in which students merely learn...
Article
Why is it so difficult for 'voluntary simplicity' to become truly voluntary? It is suggested that an important distinction has to be made between beliefs which are 'espoused' and those which are 'embodied'. Certain crucial systems of embodied beliefs constitute traps, in the sense that they set, invisibly, a person's motivational agenda, and bias p...
Article
Disyllabic words were presented tachistoscopically to a total of 16 undergraduates in 2 experiments, and report of the words was required. In Exp I, word frequency was varied but the frequencies of the constituent syllables were held constant. In Exp II, syllable frequency varied while word frequency remained constant. The prime determinant of perc...
Article
When we tickle ourselves something prevents the sensation being as strong as when someone else does it. It is suggested that the "something" may be: (i) the predictability of the stimulus; (ii) the presence of feedback from the movement of the arm doing the tickling; (iii) the presence of a corollary discharge from the voluntary movement of the tic...
Article
Subjects were presented with single consonants, consonant-consonant pairs and consonant-vowel pairs, and asked to produce words beginning with these letters. Three presentation methods were used: visual tachistoscopic, acoustic with the letters " spelled ", and acoustic with the letters pronounced as they would be in a word. Latency measures reveal...
Article
Full-text available
In Spring 2011, Creativity, Culture and Education (CCE) in partnership with the OECD Centre for Educational Research and Innovation (CERI) commissioned the Centre for Real-World Learning (CRL) at The University of Winchester to undertake research to establish the viability of creating an assessment framework for tracking the development of young pe...
Article
Traducción de: Wise Up En este libro se revisan distintas actitudes humanas ante la vida y se identifican los rasgos humanos necesarios para afrontarla de la mejor manera. El autor dice que es necesario cultivar la flexibilidad emocional así como el ingenio y la reflexión para modificar las normas educativas y familiares basadas en enfoques estrech...
Article
Reflexión sobre los cambios que los avances en cognición están produciendo en los modelos de enseñanza actuales. Los nuevos conocimientos sobre cómo funciona la mente nos obligan a considerar el aprendizaje como un gran desconocido, del que la psicología moderna está mostrando hoy facetas nuevas.
Article
Traducción de: Live and learn: an introduction to the psychology of growth and change in everday life Incluye bibliografía

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