《图书馆杂志》(Library Journal )书评
What does it really mean to learn, to teach, or to understand? These are some of the fundamental questions that longtime teacher and trainer Yero considers in this eclectic blend of psychology, philosophy, and educational criticism. Drawing on literary, educational, and psychological research, popular culture, and a range of humanistic criticism of the schools from George Leonard to John Taylor Gatto, Yero examines how our fundamental beliefs about teaching and learning affect our professional work as educators. Teachers are invited, for example, to examine their "personal metaphor" for the educational process and to consider how an individual change informed by this self-scrutiny might have a positive impact on teachers' performance. Although this book might be seen as complementing Patricia Wolfe's Brain Matters: Translating Research into Classroom Practice in demonstrating the relationship between pedagogy and cognitive psychology, it is actually more akin to the professional development workshops that Yero has delivered to teachers in recent years. As such, it is an engaging, if sometimes simplistic, combination of research, folk wisdom, and professional pride that may find a home in a variety of public, professional, and academic libraries. Scott Walter, Washington State Univ. Lib., Pullman (c) Copyright 2010. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.