Every act of teaching rests on an implicit theory of what a mind is and how it changes. This seminar makes that theory explicit. Students will read, closely and in sequence, a set of foundational and contemporary works spanning constructivist developmental psychology, information-processing models of memory, Cognitive Load Theory, and the fast-growing literature on cognitive offloading and AI-mediated learning. The seminar treats these bodies of work as a single conversation: classic accounts of how children construct knowledge (Piaget, Vygotsky) meet architectural models of working memory (Baddeley, Sweller) and meet the newest empirical debates about what happens to learning, memory, and self-regulation when thinking can be delegated to an external system.
- verantwortliche Lehrperson: Irene-Angelica Chounta