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The Pedagogy of Self-Authorship

The Neurocognitive Impact of Science and Metacognition

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  • © 2023

Overview

  • Integrates findings from a diversity of fields researching metacognition and self-regulation
  • Presents interviews and perspectives from experts in PAL program
  • Combines metacognitive education with findings from across scientific disciplines

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About this book

This book is a deep dive into the developmental and neurocognitive impact of metacognition and its role in self-transformation. It connects the latest science on learning, neuroplasticity, and self-development with the rich history of metacognitive educational practices, creating an educational vision capable to address difficult issues faced by modern education.

This vision highlights self-regulation, self-authorship, and self-transformation as the key learning goals of a free and equitable education system. This model of education is grounded in science, problem solving  and is capable of addressing the needs of a neurologically diverse humanity. Interviews from experts at Program for the Advancement of Learning (PAL) are integrated  with the author autobiographical account of their  transformative learning experience, to provide evidence on the effectiveness of utilizing a metacognitive pedagogy in promoting transformative learning.

The book concludes with a general pedagogy of metacognitive instruction that integrates the scientific method with the development of an individual's theory of mind to induce expansive personal development and achievement. This book would be of  interest to educators and scholars, as well as practitioners supporting neurodivergent students and employees, neurodiversity advocates, and critical disability studies researchers.

 

Keywords

Table of contents (8 chapters)

  1. Knowledge

  2. Regulation

  3. Integration

Authors and Affiliations

  • Program for the Advancement of Learning, Lesley University, Cambridge, USA

    Philip R. Hulbig

About the author

Phil Hulbig is an educational researcher and a professor at the Program for the Advancement of Learning at Curry College where he teaches about metacognition, self regulation and self authorship. He has spent much of his career in the classroom developing and running educational programs for students with learning and social/emotional issues and has had a life long interest in investigating the interplay between the development of metacognitive knowledge and improved self regulation. He has presented his work to both general educators at conferences like the New England League of Middle Schools, professors at graduate level conferences at Lesley and Harvard University, and researchers at international conferences. Most recently he was the keynote speaker for the 6th International Conference in Social Sciences.

He is also the father of two boys and can be frequently found helping his wife, a wedding designer and organic flower farmer. He is also an avid skateboarder and founderof the Skate Whole Dojo, offering therapeutic skateboarding that uses metacognitive principals to teach students how to teach skateboarding.  He is a tireless mentor and advocate for overcoming personal weaknesses by supporting the development of and individuals strengths and metacognitive self awareness.

 

Bibliographic Information

  • Book Title: The Pedagogy of Self-Authorship

  • Book Subtitle: The Neurocognitive Impact of Science and Metacognition

  • Authors: Philip R. Hulbig

  • DOI: https://doi.org/10.1007/978-3-031-41436-7

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023

  • Hardcover ISBN: 978-3-031-41435-0Published: 15 October 2023

  • Softcover ISBN: 978-3-031-41438-1Due: 15 November 2023

  • eBook ISBN: 978-3-031-41436-7Published: 14 October 2023

  • Edition Number: 1

  • Number of Pages: XIII, 191

  • Number of Illustrations: 5 b/w illustrations, 11 illustrations in colour

  • Topics: Education, general, Critical Thinking, Neuropsychology

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