Book chapters written by Guy Claxton

2002     Introduction (with G. Wells).  In G. Wells and G. L. Claxton (eds.),  Learning for Life in the 21^st Century: Sociocultural Perspectives on the Future of Education, Blackwell: Oxford.  (In press)

2002     Education for the learning age: a sociocultural approach to learning to learn.  In G. Wells and G. L. Claxton (eds.) Learning for Life in the 21^st Century: Sociocultural Perspectives on the Future of Education, Blackwell: Oxford.  (In press)

2001     The innovative mind: becoming smarter by thinking less.  In J. Henry (ed.), Creative Management, Sage: London, pp. 29 – 43.

2000     Integrity and uncertainty: why young people need doubtful teachers.  In C. Watkins, C. Lodge and R. Best (eds.), Tomorrow's Schools - Towards Integrity, Routledge/Falmer: London, pp. 17 - 31

2000     What would schools be like if they were truly dedicated to helping all young people become confident, competent lifelong learners?  In B. Lucas, and T. Greany (eds.), Schools in the Learning Age, Campaign for Learning: London, pp. 5 - 11                

2000     The anatomy of intuition.  In T. Atkinson and G. L. Claxton (eds.), The Intuitive Practitioner: On the Value of Not Always Knowing What One is Doing, Open University Press: Buckingham, pp. 32 - 52

1999     Neurotheology: Buddhism, cognitive science and mystical experience.  In G. Watson, S. Batchelor and G. L. Claxton (eds.), The Psychology of Awakening: Buddhism, Science and Our Day-to-Day Lives, Rider: London, pp. 90 - 111

1999     Whodunnit?  Unpicking the `seems' of free will.  In B. Libet, A . Freeman and K. Sutherland (eds.), The Volitional Brain: Towards a Neuroscience of Free Will, Imprint Academic: Thorverton,  pp. 99 - 114

1997     Science of the times: a 20-20 vision of education.  In R. Levinson and J. Thomas (eds.), Science Today: Problem or Crisis? Routledge: London 

1996     Professional learning in education: models and roles.  In G. L. Claxton and E. Roper (eds.), Professional Learning in Education: Models, Roles and Contexts, 1996, pp. 5 - 13

1996     Integrated learning theory and the learning teacher.  In G. L. Claxton et al (eds.), Liberating the Learner: Lessons for Professional Development in Education, pp. 3 - 15

1996     Implicit theories of learning.  In G. Claxton et al (eds.) Liberating the Learner: Lessons for Professional Development in Education, Routledge: London, pp. 45 - 56

1996     Put it together and what have you got?  In G. Claxton et al (eds.), Liberating the Learner: Lessons for Professional Development in Education, Routledge: London, pp. 264 - 274

1993     The interplay of values and research in science education.  In P. Black and A. Lucas (eds.), Children's Informal Ideas in Science, Routledge: London

1993     Towards a learning theory for science teachers.  In P. Black and A. Lucas (eds.), Children's Informal Ideas in Science, Routledge: London

1991     Understanding change: the personal perspective (with M. D. Carr).  In A. Begg et al (eds.) Science and Mathematics Education Papers, Longman Paul: Auckland, New Zealand

1990     The four paths to peace of mind.  In M. Kwee (ed.) Psychotherapy, Meditation and Health, North Holland: Amsterdam