What is *The Learning Power Approach* by Guy Claxton about?

*The Learning Power Approach* presents a teaching methodology focused on developing students' lifelong learning dispositions like resilience, curiosity, and collaboration. Claxton argues that schools should prioritize nurturing "learning muscles" over content delivery, enabling students to adapt to real-world challenges. The book offers strategies for fostering metacognition, independence, and a growth mindset in everyday lessons.

Who should read *The Learning Power Approach*?

This book is essential for K-12 educators, school leaders, and policymakers seeking to balance academic rigor with holistic skill development. It also benefits parents interested in cultivating self-directed learners. Claxton’s practical frameworks, such as the Building Learning Power model, are designed for classroom integration.

Is *The Learning Power Approach* worth reading?

Yes—it’s praised for blending academic achievement with lifelong learning skills. Educators gain actionable strategies to create "mind-fit" learners, supported by research from Carol Dweck’s mindset theory and Claxton’s 15+ years of fieldwork. The foreword by Dweck and endorsements from global schools highlight its credibility.

What are the key concepts in *The Learning Power Approach*?

Core ideas include: - **Learnable intelligence**: Skills like critical thinking and adaptability can be taught. - **Learning dispositions**: Resilience, resourcefulness, and reflection as foundational traits. - **Mind fitness**: Daily lessons should strengthen cognitive and emotional "muscles." Claxton emphasizes shifting classroom culture from passive absorption to active exploration.

Who is Guy Claxton and what are his credentials?

Guy Claxton is a cognitive scientist and honorary professor at Bristol University, known for his work on unconscious cognition and educational innovation. With a PhD from Oxford and authorship of 20+ books like *Hare Brain, Tortoise Mind*, he’s a leading voice in redefining 21st-century learning.

How does *The Learning Power Approach* differ from traditional education?

Unlike traditional models focused on standardized testing, Claxton’s approach prioritizes nurturing curiosity and adaptability. It integrates metacognition, collaborative learning, and real-world problem-solving into daily lessons, avoiding the "one right answer" mindset.

What is the Building Learning Power framework?

Developed by Claxton, this framework helps schools create cultures where students view challenges as opportunities to grow. Used globally in countries like Australia and Brazil, it emphasizes language shifts (e.g., "I can’t yet"), reflective routines, and teacher modeling of learning behaviors.

What practical strategies does *The Learning Power Approach* recommend?

- Reframe mistakes as learning opportunities. - Use "learning power" language (e.g., "struggling productively"). - Design lessons that require persistence and creativity. - Foster peer collaboration and self-assessment. These tweaks aim to make learning dispositions explicit and habitual.

学习力方法

变革教与学的全面指南

盖伊·克拉克斯顿

4.13(40 Reviews)

《学习力方法》概述

Guy Claxton 的革命性指南赋能教育工作者培养自主学习者。这份 2017 年的宣言受到了全球教育领袖的推崇，它通过提出一个问题来改变课堂：如果学生能够自学，会怎样？探索为什么具有前瞻性的学校正在放弃传统教学，转而采用这种有研究支持的方法。

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第 1 章

Transforming Education: The Learning Power Approach

When I first encountered Guy Claxton's "The Learning Power Approach," I was struck by a profound question: What if our educational system is fundamentally misaligned with what students truly need to thrive? This isn't just another educational theory-it's a revolutionary framework that has garnered praise from luminaries like Carol Dweck and transformed classrooms across the globe. As James Nottingham notes, Claxton masterfully balances "precision of academia with warmth and wit," creating what Peter Gamwell calls "a must-read for those who understand the uniqueness of abilities in all students." The book's influence extends beyond academic circles-it's been embraced by forward-thinking schools worldwide and has become required reading for educators seeking to develop not just knowledgeable students, but confident, capable, lifelong learners. What makes this approach so compelling is that it doesn't just promise better test scores (though research shows it delivers them)-it prepares young people for the unpredictable challenges of our rapidly changing world.

第 2 章

Learning as Our Defining Human Characteristic

Humans are fundamentally learning machines. Unlike most creatures whose behaviors are largely predetermined by instinct, we're designed to adapt through learning. Born relatively immature and unfinished, our brains naturally detect patterns and anticipate changes, allowing us to thrive in diverse environments. In today's rapidly changing world, learning isn't just one important skill-it's the meta-skill that ensures all other abilities remain relevant. Learning happens constantly, often unconsciously. Our brains continuously adjust their neural networks to keep pace with our surroundings. From infancy, we extract patterns from sensory experiences-what goes together, what follows what, and how our actions influence events. This pattern recognition helps us predict and control our environments, whether adapting to a new town, job, or school. Intentional learning springs from either curiosity or necessity-we either want to advance our interests or need to meet unavoidable demands. The process requires acknowledging our current limitations without making excuses. We must view mistakes not as failures but as prompts to engage our "learning muscles," maintaining optimism that our efforts will succeed. Think of learning like driving-curiosity and necessity engage the engine, while defensiveness and fear act as brakes that prevent progress. Powerful learning involves deploying various mental tools appropriate to different learning stages. Early projects might demand reading and analysis before shifting to imagination and experimentation. Different subjects utilize different approaches: technology requires close attention to the physical world, mathematics doesn't; learning about others involves conversation, while meditation requires minimal interaction. If school truly prepares for real-life learning, it should sharpen all these mental tools, not just a select few.

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第 3 章

The Three Currents of Classroom Learning

In every classroom, three distinct layers of learning operate simultaneously, like currents in a river, each flowing at its own pace and depth. The most visible surface layer contains curriculum subjects and knowledge-the facts, concepts, and information students are expected to master. This includes traditional academic content like mathematical formulas, historical dates, scientific principles, and literary analysis. Students engage with this content through lectures, textbooks, assignments, and assessments that measure their grasp of specific subject matter. Just below flows the expertise that enables understanding-literacies and disciplinary thinking skills that allow students to work with knowledge meaningfully. These include critical analysis, pattern recognition, hypothesis testing, and argumentative reasoning. For instance, in science, students learn not just facts but the scientific method; in literature, they develop close reading skills; in mathematics, they cultivate logical problem-solving approaches. These skills transcend individual subjects and enable deeper learning across disciplines. In the deepest, slowest-moving current, attitudes and habits of mind form that shape students' overall approach to learning. This fundamental layer determines whether students become confident, capable learners or timid, dependent ones. Here, students develop persistence, curiosity, reflection, and metacognition. When faced with a challenging math problem, for example, some students will persevere and try multiple approaches, while others might give up quickly. These responses stem from deeply ingrained learning dispositions formed through countless classroom experiences. Teachers inevitably create these currents through their words, reactions, activities, and expectations-forming a "magnetic field" that attracts certain habits of mind while discouraging others. A teacher's response to wrong answers, approach to group work, or method of giving feedback all send powerful messages about what learning means. For instance, praising effort over natural ability helps develop growth mindset, while emphasizing speed might inadvertently discourage deeper thinking. The Learning Power Approach (LPA) aims to develop all students as confident and capable learners-ready, willing, and able to choose, design, research, pursue, troubleshoot, and evaluate learning independently. This comprehensive approach recognizes that learning power combines three essential elements: confidence (the belief that efforts will bear fruit), capability (knowing what to do when stuck), and disposition (being attuned to when particular learning strategies are needed). For example, a student with strong learning power might approach a new topic by activating prior knowledge, planning their approach, monitoring their understanding, and adjusting strategies as needed. With a balanced approach across different lessons, students develop well-rounded mental fitness for life rather than lopsided capabilities suited only to narrow academic contexts. This might mean incorporating project-based learning, encouraging productive struggle, teaching explicit learning strategies, and creating opportunities for reflection and self-assessment. The goal is to nurture learners who can navigate any learning challenge, whether in school or beyond.

第 4 章

Learning Power in Action: Classroom Transformations

To understand the Learning Power Approach in practice, consider these real classroom examples: In Becky Carlzon's mixed Year 1/2 class, young children learn peer editing to develop reflection skills. Using green pens for positive comments and pink for improvements, they practice giving constructive feedback while carefully choosing partners. The children show remarkable perceptiveness, spotting errors a tired teacher might miss, and demonstrate enthusiasm for improving their work with "purple polishing pens." This approach develops independence while exercising multiple learning muscles simultaneously. In Giselle Isbell's fifth-grade mathematics class, students tackle dividing decimals through an "EL Workshop 2.0" format. They begin with individual "grapple time" on challenging problems, followed by pair-sharing and group discussions guided by "anchor chart" prompts. The teacher provides focused guidance based on observed needs before students apply their learning to additional problems. The lesson concludes with reflection on both content mastery and learning processes. This approach provides a comprehensive mental workout, developing questioning, perseverance, collaboration, and self-evaluation skills alongside mathematical competence. James Nottingham's "learning challenge" approach deliberately creates cognitive confusion to develop students' thinking abilities. With primary children, he poses philosophical questions like "What is 'real'?" using real, plastic, and imaginary apples as provocations. Like Socrates, he raises awkward questions that challenge students' thinking. Once thoroughly confused and "in the learning pit," students are motivated to think and discuss deeply to resolve their confusion. The teacher provides minimal guidance, perhaps offering visual tools like Venn diagrams, but doesn't rescue them with right answers. At Bialik College in Melbourne, teachers implement David Perkins and Ron Ritchhart's "Visible Thinking" approach. In a fifth-grade creative writing class, students examine a photograph of a Mongolian family crammed into a battered car in a barren landscape. Through the "Circle of Viewpoints" routine, they adopt different perspectives-family members, the car, even the threatening sky-answering questions about what their chosen perspective observes, believes, cares about, wonders, and feels. One student, writing from the mother's perspective, creates a vivid inner monologue revealing fear, hunger, and maternal protection. This approach develops not just writing skills but crucial learning capacities: careful observation, imagination, empathy, and perspective-taking.

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第 5 章

The Elements of Learning Power

Learning power consists of eight interconnected elements that work together to create a powerful learner. Like instruments in an orchestra, each contributes uniquely to the whole: Curiosity provides the essential spark for learning through interest, intrigue, and surprise. It encompasses wondering (having an inquiring mind), questioning (asking how and why things are as they are), exploring (willingly venturing beyond comfort zones), and experimenting/tinkering (engaging in trial and error to develop mastery). While babies naturally possess abundant curiosity, school often dulls rather than sharpens this quality. Attention serves as the essential connection between intelligence and learning objects. It encompasses noticing (being observant of details and patterns), concentrating (resisting distractions), contemplating (allowing information time to sink in), and immersing (becoming so absorbed that time flies). Powerful learners develop techniques to maintain focus and can enter states of complete absorption where all mental resources are dedicated to learning. Determination involves engaging with challenges that risk confusion and frustration. Powerful learners tolerate-even enjoy-these feelings, finding deep satisfaction in persevering through difficulties. This quality manifests as perseverance (staying intelligently engaged with tricky tasks), recovery (bouncing back quickly from setbacks), and deliberate practice (identifying and working on specific challenging aspects). Imagination rescues us when learning stalls by generating fresh possibilities. Powerful learners employ several imaginative strategies: connecting (making links between different ideas), playing with ideas (allowing the relaxed mind to create unexpected associations), visualizing (using mental rehearsal), and intuiting (paying attention to bodily hunches that suggest promising directions). Thinking balances creative and critical approaches, knowing when each is needed. Good thinkers develop skills in analyzing (precise logical thinking), deducing (creating plausible explanations), critiquing (maintaining healthy skepticism toward claims), and systems thinking (handling complexity by holding multiple interacting factors in mind). Socializing recognizes that learning largely happens through interaction with others. Social aspects of learning include collaborating (being a good team player), accepting (being open to feedback without taking it personally), imitating (thoughtfully adopting effective learning strategies from others), empathizing (adopting different perspectives), and leading (helping develop team harmony and productivity). Reflection involves stepping back from the learning process to observe and adjust one's approach. Key aspects include evaluating (appraising progress and work quality), self-evaluating (honestly assessing learning strengths and weaknesses), thinkering (the thinking that emerges during hands-on experimentation), and witnessing (observing thoughts without judgment to see assumptions more clearly). Organization involves methodically managing resources and time while remaining open to opportunities. Key organizational aspects include learning-designing (creating your own learning activities), planning (anticipating the learning journey and potential obstacles), and resourcing (creating a supportive environment with appropriate tools).

第 6 章

Design Principles for the Learning Power Classroom

Creating a learning power classroom requires thoughtful design based on key principles: Create a feeling of safety: Learning demands vulnerability-risking being wrong or incompetent. Teachers must create psychological safety while maintaining clear expectations. Like toddlers who take cues from their mothers before exploring, students gauge the classroom's emotional tone before taking learning risks. Distinguish between learning mode and performance mode: In performance mode, students prioritize looking competent over experimentation. Both modes are necessary, but problems arise when performance anxiety dominates everyday learning. Research confirms that teachers focused on facilitating learning rather than ensuring performance create environments where students actually perform better. Organize compelling things to learn: Engagement isn't merely nice-it's essential for deep learning. When students are genuinely engaged, they bring their full learning power and stamina. Teachers can invite engagement through intriguing problems, demonstrating personal relevance, and creating authentic learning opportunities with real-world value. Make ample time for collaboration and conversation: LPA classrooms buzz with engaged student conversations-that's where thinking happens. Teachers monitor these discussions to prevent misconceptions taking root, but allowing students to figure things out builds confidence in their abilities. Create challenge: True learning requires mastering something new-first struggling with what you don't understand, then wrestling with it intelligently until competence develops. LPA teachers gradually get students comfortable with "grapple time" and going into "the pit," helping them enjoy the process of tackling tricky challenges without fear of mistakes. Make difficulty adjustable: In diverse classrooms, LPA teachers create menus of difficulty levels, but crucially, they train students to select their own challenges. When students choose poorly, they simply adjust up or down without losing face, developing the ability to identify their personal "sweet spot" for learning. Show the innards of learning: The LPA classroom embraces making as a process, not just a product. By exposing the messy reality behind achievements-whether in Paul Simon's songwriting, David Attenborough's wildlife filming, or elite athletes' training regimens-we help young people understand that real learning isn't about getting things right immediately. Develop craftsmanship: Craftsmanship combines skill with the motivation to persist until creating something worthy of pride. Unlike schools that rush from task to task, LPA classrooms make time for quality work, recognizing that performance reflects more than just innate ability. This shifts students from being performers to craftspeople who take pride in their work.

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第 7 章

Why Learning Power Matters: Ten Compelling Reasons

Why should educators invest in developing students' learning power? The evidence is compelling: Because life is complicated: Our modern world demands mental agility to navigate its volatility, uncertainty, complexity, and ambiguity. Major companies like Google, Pearson, and Ernst & Young increasingly value "learning agility" over academic credentials, seeking flexible thinkers who can handle major challenges. Because learning power makes the world safer: When overwhelmed by complexity, people often retreat to simplistic solutions. Brain research shows that shallow thinkers exhibit greater fear-driven activity in the amygdala, while thoughtful people show increased activity in regions that help manage complexity. Good education must actively cultivate tolerance for difficulty and careful thinking. Because we won't always be there: Education must prepare students for independence, not dependency on teachers. Students don't learn self-discipline by being constantly disciplined by others, nor do they learn to evaluate their work by always being told how good it is. The LPA aims to develop resilience and self-management by gradually releasing responsibility. Because good learners are more successful in life: Nobel economist James Heckman's research shows that "non-cognitive skills" like perseverance, conscientiousness, self-control, resilience, empathy, and tolerance are stronger predictors of life success than academic achievement. These qualities better forecast income, job satisfaction, stable relationships, health, and happiness. Because powerful learners do better in school: Students with more developed conceptions of learning perform better on examinations. This approach particularly benefits lower-achieving students and those from disadvantaged backgrounds, as shown by data where Learning to Learn interventions nearly eliminated achievement gaps. Because powerful learners do better in college: Many students achieve good grades with teacher support but lack the independent learning skills for college success. In the U.S., college enrollment is high but completion rates are second-to-last among OECD countries. The problem isn't students choosing the wrong courses-it's their underdeveloped learning strengths. Because it makes teaching easier and more rewarding: When students' natural learning power is weakened, teachers must do all the "pushing" rather than having students "pull" from their side, leading to teacher burnout. The LPA rekindles students' curiosity and determination, making teaching more fulfilling. Because people are happier when they are learning: Learning is one of life's most accessible forms of happiness. Psychologist Mihaly Csikszentmihalyi's research found that everyday happiness occurs when people are engaged in challenging but worthwhile activities where they're making progress and so engrossed that other worries fade away-a state he calls "flow." Because young people's mental health depends upon their learning power: Young people are experiencing unprecedented mental health challenges, with UK statistics showing a 70% increase in teenage depression and anxiety over 25 years. While social and commercial pressures contribute, schools significantly add to this stress through exam pressure. The Learning Power Approach aims to build mental and emotional resources so young people leave education feeling more confident about handling life's challenges.

第 8 章

Getting Started with Learning Power

Implementing the Learning Power Approach requires stepping outside comfort zones and established habits. Here are some low-risk, structured suggestions to help teachers begin this journey: The Wonder Wall: Create a classroom display where students post questions they're genuinely curious about. Teachers don't provide answers but regularly select questions for class discussion, encouraging students to suggest investigation methods. This validates student curiosity and shows that teachers value their questions. The Chili Challenge: Create multiple challenges of varying difficulty levels, marked with "chilies" to indicate how "hot" or difficult each task is. Students choose which level to attempt, explaining their choice and checking answers with peers before seeking teacher confirmation. Try Three Before Me: Teach students to attempt three different strategies before asking the teacher for help. When stuck, students must explain which three approaches they've tried before receiving assistance. Variants include "Brain-Book-Buddy-Boss" where students consult their own thinking, then reference materials, then a designated learning buddy, and only then the teacher. No Hands Up: Instead of traditional hand-raising, ask open questions that invite opinions rather than closed right-or-wrong responses. Students get time to think individually or in groups before the teacher randomly selects someone to answer. The Stuck Poster: Create a living classroom display of student-generated strategies for overcoming challenges. These can be generic or subject-specific (like "Things to try when you can't read a word" or "Strategies for Spanish translation"). Ban Erasers: For students who compulsively erase their work, temporarily banning erasers helps them see mistakes as valuable learning tools rather than evidence of inadequacy. Teachers encourage highlighting errors instead of removing them, keeping drafts to track improvement, and viewing mistakes as "friends that help us learn."

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第 9 章

The Evidence for Learning Power

Research confirms that the elements of learning power significantly impact educational outcomes across multiple dimensions and contexts: Curiosity rivals intelligence in predicting academic performance. Combined with effort, curiosity has as much impact on learning as IQ, predicting both better grades and students' willingness to transfer knowledge into long-term interests. More remarkably, curiosity actually increases intelligence-a study showed curious three-year-olds gained 12 IQ points by age eleven compared to their less curious peers. This effect persists across subjects, with particularly strong correlations in science and literature. Studies at major universities have found that curious students not only achieve higher grades but also demonstrate greater creativity in problem-solving tasks and maintain stronger engagement in extracurricular activities. Resilience can be deliberately cultivated through targeted interventions and supportive environments. In a landmark study with low-achieving seventh graders, teaching students to view intelligence as muscle-like, strengthening through effort, led to remarkable improvements-27% of students showed increased determination and academic progress compared to just 9% in a control group receiving study skills training. Follow-up studies revealed that these improvements persisted for at least two years and transferred across subjects. Additional research in diverse educational settings has shown that resilience-building programs reduce dropout rates by up to 25% and significantly decrease test anxiety while improving performance. Thinking skills demonstrably improve student achievement across multiple metrics. A comprehensive British review found thinking skills interventions produced substantial positive effects (0.64 effect size), particularly in mathematics and science. Philosophy for Children (P4C) provides a compelling example-10-year-olds who engaged in weekly P4C sessions over 16 months showed significant improvement in thinking ability that persisted two years later. Similar programs implementing critical thinking frameworks have demonstrated improvements in analytical writing (31% increase in scores), scientific reasoning (42% improvement in hypothesis formation), and mathematical problem-solving (23% better performance on non-routine problems). Reflection substantially enhances learning when properly facilitated and integrated into regular practice. The Education Endowment Foundation found that metacognitive approaches added the equivalent of eight months of schooling to student performance, with particularly strong effects for lower-achieving and older students. Structured reflection techniques, such as learning journals and peer feedback sessions, have shown to improve retention by up to 40% and deepen understanding across subjects. Studies in multiple countries demonstrate that students who regularly engage in guided reflection show improved self-regulation, better study habits, and higher achievement in standardized tests. The most compelling evidence comes from diverse educational settings where students have experienced the Learning Power Approach. Ten-year-olds in England and older students in Australian high schools share remarkably similar positive reflections about how the approach has transformed their learning mindsets, helping them become more reflective, collaborative, and resilient learners who understand the value of mistakes and perseverance. Long-term studies tracking these students show improved academic performance (average grade increases of 15-20%), better social-emotional outcomes, and higher rates of post-secondary education enrollment. Teachers report significant improvements in classroom engagement, with 85% noting increased student participation and 73% observing better peer collaboration.

第 10 章

Beyond a Method: Creating a Learning Culture

The Learning Power Approach represents an essential direction for education, recognizing that character development matters more than exam results for long-term flourishing. Students need qualities like curiosity, determination, imagination, and self-discipline alongside academic skills to prosper in a complex world. These core attributes become increasingly vital as traditional career paths fragment and the pace of technological change accelerates. These dispositions can't be directly taught but develop through habits formed in supportive cultures. Schools serve as powerful habit incubators, second only to families, where classroom environments either nurture learning mode (encouraging adventurousness and determination) or performance mode (creating anxiety about grades and approval). For example, when teachers consistently praise effort and strategy rather than intelligence, students develop more resilient approaches to challenges. Similarly, when mistakes are treated as valuable learning opportunities rather than failures, students become more willing to take intellectual risks. The cultural influence extends beyond explicit teaching to encompass everything from classroom displays to assessment practices. In learning-oriented classrooms, walls showcase works-in-progress and revision processes rather than just finished products. Discussions celebrate different approaches to problems, and questions are valued as much as answers. These subtle environmental cues powerfully shape students' beliefs about learning. The LPA asks teachers to become conscious of these cultural influences and adjust their habits accordingly, requiring them to be powerful learners themselves. This might mean modeling uncertainty, thinking aloud through problems, or openly discussing their own learning challenges. Changing teaching habits requires genuine commitment and support. Teachers must understand why developing learning power matters, recognize their role as mind trainers, believe that building learning power supports academic achievement, and have practical ideas to implement. Success stories from schools implementing LPA show how small cultural shifts can yield significant results. For instance, introducing regular reflection time, maintaining learning journals, and using specific language around learning processes has led to measurable improvements in student engagement and resilience. These changes often begin with individual teachers but can gradually transform entire school cultures. The ultimate goal extends beyond test scores to creating classrooms that systematically develop positive attitudes toward challenge and uncertainty-the proven foundations of a fulfilled life. As we navigate an increasingly complex world, the Learning Power Approach offers not just an educational methodology but a vision for developing young people who are prepared to thrive amid uncertainty and change. This approach recognizes that tomorrow's challenges require learners who are not just knowledgeable, but adaptable, resilient, and equipped with the dispositions to embrace continuous learning throughout their lives.

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《学习力方法》核心主题

learning dispositions
metacognitive habits
classroom culture design
lifelong learning skills
educational pedagogy

《学习力方法》经典语录

Humans are fundamentally learning machines.
Learning isn't just one important skill-it's the meta-skill.
Mistakes [are] prompts to engage our 'learning muscles'.
Defensiveness and fear act as brakes that prevent progress.
Teachers inevitably create these currents.

《学习力方法》主要人物

Guy ClaxtonAuthor and creator of the Learning Power Approach
James NottinghamEducator who analyzed Claxton's academic style
Peter GamwellExpert who discusses student uniqueness

关于作者

Guy Claxton 是备受赞誉的著作《学习力方法：教导学习者自学》（The Learning Power Approach: Teaching Learners to Teach Themselves）的作者，也是一位先驱性的认知科学家和教育思想领袖，专注于可扩展智能和终身学习领域。作为温彻斯特大学的学习科学教授及伦敦国王学院的客座教授，Claxton 的工作架起了学术研究与课堂实践之间的桥梁。他极具影响力的“构建学习力”（Building Learning Power）框架已被从新西兰到迪拜的世界各地学校所采用，旨在培养学生的创造力、韧性和自主学习能力。

Claxton 的专业见解体现在多部畅销著作中，如《兔脑与龟心》（Hare Brain, Tortoise Mind，探索潜意识智能）和《学校的意义是什么？》（What’s the Point of School?，重新定义教育目标），这两本书均获得了霍华德·加德纳（Howard Gardner）和肯·罗宾逊爵士（Sir Ken Robinson）等学者的推荐。他的理念塑造了众多课程体系和企业培训项目，包括普华永道（PricewaterhouseCoopers）的倡议。

《学习力方法》被斯坦福大学的卡罗尔·德韦克（Carol Dweck）誉为“卓越且具有创新性”，该书将 Claxton 数十年的研究成果浓缩为培养独立思考者的实用策略。他经营着资源丰富的博客 GuyClaxton.net，为教育工作者提供关于学习文化设计的持续见解。

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由哥伦比亚大学校友在旧金山创建

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@Cashflowbubu

"Instead of endless scrolling, I just hit play on BeFreed. It saves me so much time."

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"I never knew where to start with nonfiction—BeFreed’s book lists turned into podcasts gave me a clear path."

@Chloe, Solo founder, LA

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"Reading used to feel like a chore. Now it’s just part of my lifestyle."

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"Feels effortless compared to reading. I’ve finished 6 books this month already."

@djmikemoore

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@Pitiful

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"BeFreed turned my commute into learning time. 20-min podcasts are perfect for finishing books I never had time for."

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@Jaded_Falcon

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@OojasSalunke

"The themed book list podcasts help me connect ideas across authors—like a guided audio journey."

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@Cashflowbubu

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"I never knew where to start with nonfiction—BeFreed’s book lists turned into podcasts gave me a clear path."

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117

"Perfect balance between learning and entertainment. Finished ‘Thinking, Fast and Slow’ on my commute this week."

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"Feels effortless compared to reading. I’ve finished 6 books this month already."

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"BeFreed turned my guilty doomscrolling into something that feels productive and inspiring."

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"BeFreed turned my commute into learning time. 20-min podcasts are perfect for finishing books I never had time for."

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"The themed book list podcasts help me connect ideas across authors—like a guided audio journey."

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"Makes me feel smarter every time before going to work"

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开启你的学习之旅，就是现在

第 9 章

学习力方法

概述《学习力方法》概述

一本书，多种聆听方式。

Transforming Education: The Learning Power Approach

Learning as Our Defining Human Characteristic

边听边看，每个词都清晰呈现

The Three Currents of Classroom Learning

Learning Power in Action: Classroom Transformations

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The Elements of Learning Power

Design Principles for the Learning Power Classroom

边听边看，每个词都清晰呈现

Why Learning Power Matters: Ten Compelling Reasons

Getting Started with Learning Power

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The Evidence for Learning Power

Beyond a Method: Creating a Learning Culture

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《学习力方法》核心主题

《学习力方法》经典语录

《学习力方法》主要人物

关于作者

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该学习计划的一部分

Education

发现更多

1,000,000+ curious minds.

1,000,000+ curious minds.

一本书，多种聆听方式。

Transforming Education: The Learning Power Approach

Learning as Our Defining Human Characteristic

边听边看，每个词都清晰呈现

The Three Currents of Classroom Learning

Learning Power in Action: Classroom Transformations

从 《学习力方法》中收获更多

The Elements of Learning Power

Design Principles for the Learning Power Classroom

边听边看，每个词都清晰呈现

Why Learning Power Matters: Ten Compelling Reasons

Getting Started with Learning Power

从 《学习力方法》中收获更多

The Evidence for Learning Power

Beyond a Method: Creating a Learning Culture

你已读完 《学习力方法》

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该学习计划的一部分

Education

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《学习力方法》概述

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从《学习力方法》中收获更多

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