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Learning and teaching in Europe: from the learning lab to the school. Prof. Andreas Demetriou

Andreas Demetriou is Professor Emeritus at the University of Nicosia, Cyprus, and an Honorary Professor of Durham University, UK. He has been a professor of psychology at Aristotle University of Thessaloniki, Greece (1975–1996), the University of Cyprus (1996–2008), as well as a professor at and President of the University of Nicosia Research Foundation (2011–2016). He has served in top academic or administrative positions, such as Vice-Rector and Acting Rector of the University of Cyprus, foundational President of the Cyprus University of Technology, President of the Conference of Rectors of the Universities of Cyprus, as well as the Minister of Education and Culture of Cyprus (2008–2011). He is a fellow of Academia Europaea and the International Academy of Education, an Honorary Doctor of Middlesex University London, and an Honorary Visiting Professor of the Northeast Normal University, China. He devised a theory of intellectual development integrating the developmental, psychometric, and cognitive traditions. Currently, he is working in several areas, including basic processes underlying different cognitive domains, the educational implications of the theory, and relations between intellectual and brain development. This work is published in more than 200 books and articles.

 

Learning and teaching in Europe: from the learning lab to the school

The speech focuses on three themes. First, it will summarise current research and theory in cognitive and learning sciences, focusing on knowledge relevant to learning and teaching at school. It will be based on an overarching theory of cognitive organisation and development by integrating cognitive, developmental, and differential approaches to the mind. Second, based on this theory, a model for education will be proposed, which suggests that many of the underlying foundational assumptions of modern education are outdated, going back to early 20th century. In the speech, outdated assumptions will be specified and replacements will be proposed for the 21st century education. The speech will also discuss educational priorities for different phases of development, from infancy to college, based on the cognitive developmental milestones associated with each phase. In addition, it will be discussed how teachers can educate students to advance general inferential and problem solving capabilities, learn how to learn, and become critical thinkers in an open world of media, science, and technology. Third, the speech will address the limitations of present day educational systems to absorb and implement new knowledge from cognitive and educational sciences. Special attention is given to the education of teachers and political constraints hindering the adaptability of educational systems operating in an open world where old borders are still in place.

Last updated: 28 August 2017