Productive Learning

Seymour B. Sarason is Professor Emeritus of Psychology, Yale University. During his distinguished 48-year career, he has been one of the most astute observers and incisive critics of efforts to reform our schools. Among his more than 30 published books are The Predictable Failure of Educational Reform (1990), Schooling in America: Scapegoat or Salvation (1983), and The Culture of School and the Problem of Change (2nd ed., 1982).

About the Authors Acknowledgments 1. Structure of the Book 2. And What Do You Mean by Learning? 3. Mr. Holland's Opus 4. Transition From Music to E = mc Squared 5. A Letter to the Reader 6. Light Carries Energy 7. How Fast Is Light? 8. What Is Light? What Is Ether? 9. How Can We Describe the Energy of Light? 10. The Principle of Conservation of Energy 11. Max and Ming: Light in the Matchbox 12. Max and Ming Build Their Frames of Reference 13. What Time Is It on a Distant Clock? 14. Max and Ming Review the Concept of Time 15. Einstein's Theory of Relativity 16. How E = mc Squared Comes About 17. Toward a Conception of Learning Appendices Appendix A: Energy of Motion of a Body Appendix B: Frequencies and Energies of Photons If Time Is Absolute Appendix C: Max's Time Coordinates of Four Events Appendix D: Is the Speed of Light Special? Appendix E: Einstein's Relationship Between Frames of Reference Appendix F: Time and the Pythagorean Theorem Appendix G: How Gamma Depends on v Appendix H: Energy of Photons According to Ming Appendix I: How Absorption of Light Changes Mass Appendix J: Lenard and Einstein Notes Index

"Professors Glazek and Sarason have written a creative and instructive book that will be read for years to come. Drawing upon their backgrounds in physics and psychology, they support Einstein's recommendations as to the importance of the humanities. The authors help readers acquire a substantive grasp of how Einstein accomplished what he did and the implications of this for educational reform. The reader's view of teaching and learning will be forever changed by the authors' insights." -- Dale L. Brubaker, Professor "This is an interesting and provocative book, written by a psychologist with several thousands of hours of observation and analysis of classroom teaching in public schools, and a physicist. The book starts with a critique of teaching in our schools and explains why educational reform has been so minimal in its effects. The movie "Mr. Holland's Opus" is used as a distinguisher between good and bad teaching methodology. These chapters are followed by physics chapters on the foundation of Einstein's E=mc2. The authors follow Einstein's thinking and use the features of light as a vehicle for their discussion. They fold in stories and shy away from formulas, which they leave for appendices. The book ends with a chapter on the philosophy of teaching. The book is well written and eminently readable; the arguments are easy to follow. I recommend the book to anyone interested in the basis of modern physics and Einstein's role in it." -- Ernest M. Henley, Professor Emeritus of Physics "Fans and disciples of Seymour Sarason all know that education reform needs a change in course. Indeed, the daily practices of schools, education research, and US educational policy all need such a change. Neither Professors Glazek and Sarason, nor anyone else, can give yet a complete description of what these changes would involve. But when the change happens, the leaders of the change will all acknowledge their considerable debt to this book. The reason is that the needed change in school classrooms will be very hard to recognize as such unless these leaders are thoroughly familiar with the concept of 'a context of productive learning.' In this book, Glazek and Sarason collaborated on an extraordinarily daunting attempt to create and analyze a context of productive learning in which, simultaneously, Sarason was the student and Glazek the teacher and vice versa. They attempted what must surely be a 'Mt Everest' example of the concept: explanation of Einstein's famous formula, E=mc2. The result should be of intense interest to a broad audience concerned with the present problems of science education as well as the nature of a context of productive learning." -- Kenneth G. Wilson, H. C. Youngberg Trustees Distinguished Professor, Nobel Laureate for Physics, 1982 "By making accessible and intelligible Einstein's theory of relativity, this remarkable book reveals to its readers the power and possibilty of their own learning, and, in doing so, brilliantly demonstrated the power and necessity of productive learning for everyone." -- Andy Hargreaves, Thomas More Brennan Chair in Education "Just as splitting the atom changed the world of science, the authors believe that education needs a similar event to release a burst of reform. This book reveals the power and possibility of learning." -- The School Administrator, May 2007 "An integrative, thoughtful, and novel approach. The text is written in an inviting and dialogical manner. It appears both scientific and casual-as an interactive exchange of ideas." -- PsycCRITIQUES, April 2007 "Recommended to those who want to spend some considerable time pondering the social environment of education and its effect, good or bad, on learning." -- Education Review, April 2007