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Learning power refers to the collection of psychological traits and skills that enable a person to engage effectively with a variety of learning challenges. The concept emerged during the 1980s and 90s, for example in the writings of the cognitive scientist Guy Claxton, as a way of describing the form of intelligence possessed by someone who, to quote Jean Piaget's phrase,〔Art Costa and Bena Kallick, Habits of Mind, vols. I, II, III and IV, ASCD: Alexandria VA, 2000〕''"…knows what to do when they don't know what to do."'' The forms of learning envisaged are typically broader than those encountered in formal educational settings, for example those that are of most use in learning sports or musical instruments, or in mastering complex social situations. ==Composition: The Elements of Learning Power.== Though Learning Power is conceived as a form of intelligence, it differs from some more familiar notions of intelligence in a number of important ways. * First, it is seen as eminently practical, and not revealed particularly through solving abstract problems against the clock. * Second, it is not primarily intellectual, but involves characteristics more usually associated with personality, such as emotional resilience in the face of difficulty or frustration.〔Guy Claxton, Wise Up: The Challenge of Lifelong Learning, Bloomsbury: London and New York, 1999〕 * Third, Learning Power is conceived of as a composite of interwoven capacities, rather than as a distinct 'monolithic' mental entity. * Fourth, the elements of Learning power are usually described as ''dispositions''〔David Perkins, Outsmarting IQ: The Emerging Science of Learnable Intelligence, Basic Books: New York, 1995〕 (David Perkins), Habits of mind〔(Art Costa) or 'capacities'〔Guy Claxton, Building Learning Power: Helping Young People Become Better Learners, TLO: Bristol, 2002〕 (Guy Claxton) rather than skills. Skills are abilities that may need prompting - they do not necessarily come to mind when they are needed - whereas Learning power refers to a persistent orientation towards learning. Those with high levels of Learning Power can be said to be generally open to learning opportunities, and typically find engaging with challenges where they are uncertain of success pleasurable rather than aversive.〔 * Finally, all the elements of learning power are seen as capable of development. Whereas conventional measures of IQ are taken to reflect intellectual endowments that are relatively constant over time and context, Learning Power emphasises the role of experience in expanding, or sometimes contracting, the dispositions towards learning.〔Ruth Deakin-Crick, Patricia Broadfoot and Guy Claxton, Developing an Effective Lifelong Learning Inventory: The ELLI Project, Assessment in Education, 11(3), pp. 237-72, 2004〕 This emphasis reflects the concern of those who use the concept with education: specifically with education seen as a preparation for lifelong learning. Different authors have produced lists of the ingredients of Learning Power that differ somewhat, but largely overlap. Those of US authors such as Costa, Perkins and Ritchhart tend to be more focused on the kinds of intellectual learning typical of high schools and universities, while that of Claxton and his associates in the UK (Ruth Deakin-Crick, Bill Lucas) attempt to cover learning in informal as well as formal settings. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Learning power」の詳細全文を読む スポンサード リンク
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