Contents

pp v-vi

Preface

pp vii-viii

Part I - Introduction

pp 1-2

Chapter 1 - Introduction—Three Generations of Learning

pp 3-14

Chapter 2 - Learning in Perspective—A Brief History of the Brain and Learning Sciences

pp 15-32

Chapter 3 - Insights from Brain Research on Teaching and Learning

pp 33-52

Part II - Driving Forces On The Demand Side

pp 53-54

Chapter 4 - Which Skills do Employers Want? A Case Study in a Transition Economy

pp 55-66

Chapter 5 - Social and Emotional Learning—The Lessons from Neuroscience

pp 67-90

Part III - Driving Forces On The Supply Side

pp 91-92

Chapter 6 - Habits of Mind: New Insights into Teaching and Learning

pp 93-110

Chapter 7 - Beyond the Reach of Teaching—Differentiating the Role of Phenomenologically Oriented Vignettes in Learning and Teaching from Phenomenon-Based Learning

pp 111-124

Chapter 8 - Where Immersion, Experimentation, Gaming and Learning Meet—Learning in Virtual Realities

pp 125-138

Chapter 9 - Experiencing Digital Storytelling

pp 139-152

Chapter 10 - Learning by Gaming in Management

pp 153-164

Chapter 11 - The Challenge of Artificial Intelligence

pp 165-180

Chapter 12 - Agnogenesis Breeds Kakistocracy

pp 181-192

Part IV - Industry–University Collaboration

pp 193-194

Chapter 13 - Public Education and the University

pp 195-208

Chapter 14 - Learning in the Industrial University

pp 209-222

Chapter 15 - A New, Effective Model of Industry–University Cooperation

pp 223-234

Chapter 16 - Case Study—Network Young Entrepreneurs NJO

pp 235-240

Part V - Conclusions

pp 241-242

Chapter 17 - The Future of Learning

pp 243-252

Notes on Contributors

pp 253-260

Notes

pp 261-266

Index

pp 267-269