Guy Claxton

I am, of course, your host, fellow human, Lukas Parry, and today I'm absolutely delighted to be joined by two wonderful guests whose book I hold in my hand right now, and we're going to investigate further.

They are Emeritus Professor Guy Claxton, who is Emeritus Professor of the Learning Sciences at the University of Winchester, Centre for Real World Learning, and author of many books, Guy, including The Future of Teaching and Intelligence in the Flesh.

uh and i haven't spent time with you in person guy but we were just working out it's been many many years ago so it's delightful to reconnect over this format

yes i remember a very large auditorium somewhere in adelaide

Welcome to the Future Learning Design Podcast.

Hi everyone, my name is Tim Logan and this is the last of four short episodes exploring Guy Claxton and Emily Poole's take on embodiment science that opens up to much needed scrutiny our core concepts and deep grammars of schooling and education.

Following on from episodes on intelligence, learning and memory, this is a deeper dive into thinking and reasoning.

You can check out more of the background to this work in chapters five to eight in Guy and Emily's book, Bodies of Learning, which is linked in the show notes.

I mean, I am really interested in the work that has come out with PISA around their new model for evaluating and assessing creative learning through the five dimensional model of creativity.

Well, yeah, so I think Guy Claxton worked quite heavily on that.

But it's really thinking about like different kind of dispositions and kind of like habits of mind that are cultivated, you know, through different sorts of learning experiences.

So it's like skilled and conceptual development play a part in in that assessment model alongside other things such as looking for evidence of collaboration, of use of imagination, of persistence alongside the development of specific skill sets.

Hi, everyone, and welcome to this next episode in the series on the implications of embodiment science in education.

I'm your host, Tim Logan, and after episode one on intelligence and episode two on learning, this is the third installment where Guy Claxton and Emily Poole share their take on what embodiment science has to say about how we understand memory and knowledge.

This is a hugely important call to those who have forgotten that the dominant way we talk about memory in education is actually a metaphor, and a bad one at that.

And the science is now telling us that it needs to be replaced with something much more biologically plausible.

Hi everyone, thanks for joining me again this week.

I'm your host Tim Logan and after last week's inquiry into Guy Claxton and Emily Poole's theory of real-world intelligence, this is the second of four short episodes exploring the fuller implications of embodiment science to our core concepts and deep grammars of schooling and education.

Today we're exploring the concept of how learning might be described differently from an embodiment science perspective.

and how it's an integral part of the process of making our way in the world intelligently, balancing concerns, capabilities and circumstances, as we explored last week.