c. bereiter

Carl Bereiter,
Institute for Knowledge Innovation & Technology,
OISE/University of Toronto
252 Bloor Street West, Toronto, ON M5S 1V6, Canada
email: email

Carl Bereiter is a professor emeritus at the University of Toronto and a co-founder, with Marlene Scardamalia, of the Institute for Knowledge Innovation & Technology (IKIT). He is a member of the U.S. National Academy of Education and has been twice a fellow at the Center for Advanced Study in the Behavioral Sciences, most recently for participation in a study of the cognitive bases of educational reform.

Along with Marlene Scardamalia, he developed CSILE, the first networked system for collaborative learning. The current version, Knowledge Forum®, is being used in innovative applications worldwide at all educational levels from primary grades to university. He has published widely on a variety of topics in instruction, cognitive psychology, and educational policy. Recent publications include “Education for the Knowledge Age: Design-centered Models of Teaching and Instruction” (in the Handbook of Educational Psychology, 2006), Bereiter, C., & Scardamalia, M. (2007) and “Toward research-based innovation” (in Emerging Models for Learning and Innovation, OECD) both co-authored with Scardamalia.

Selected Publications

Bereiter, C. (2010). Where the learning and pedagogical sciences need philosophers. Encyclopedia of Philosophy of Education. Published online.

Bereiter, C., & Scardamalia, M. (2010). Can children really create knowledge? Canadian Journal of Learning and Technology, 36(1). Published online.

Bereiter, C., & Scardamalia, M. (2008). Toward research-based innovation. In Centre for Educational Research and Innovation (Ed.), Innovating to learn, learning to innovate (pp. 67-91). Paris: OECD Publishing.

Bereiter, C., & Scardamalia, M. (2006). Education for the knowledge age: Design-centered models of teaching and instruction. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 695-713). Mahwah, NJ: Lawrence Erlbaum Associates. (Amazon.com).

Bereiter, C., & Scardamalia, M. (2005). Technology and literacies: From print literacy to dialogic literacy. In N. Bascia, A. Cumming, A. Datnow, K. Leithwood, & D. Livingstone (Eds.), International handbook of educational policy (pp. 749-761). Dordrecht, Netherlands: Springer. (Abstract).

Bereiter, C., & Scardamalia, M. (2003). Learning to work creatively with knowledge. In E. De Corte, L. Verschaffel, N. Entwistle, & J. van Merriënboer (Eds.), Powerful learning environments: Unraveling basic components and dimensions (pp. 55-68). (Advances in Learning and Instruction Series). Oxford, UK: Elsevier Science. (full text)

Bereiter, C. (2002). Education and mind in the knowledge age. Mahwah, NJ: Lawrence Erlbaum Associates. (preface)(first chapter)

Bereiter, C. (1997). Situated cognition and how to overcome it. In D. Kirshner & J. A. Whitson (Eds.), Situated cognition: Social, semiotic, and psychological perspectives (pp. 281-300). Hillsdale, NJ: Erlbaum. (full text)

Bereiter, C., & Scardamalia, M. (1993). Surpassing ourselves: An inquiry into the nature and implications of expertise. La Salle, IL: Open Court. (preface)

Bereiter, C., & Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 361-392). Hillsdale, NJ: Lawrence Erlbaum Associates. (excerpt pp. 361-363)

Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Lawrence Erlbaum Associates. (preface)