Summary
Contents
Subject index
“Profound and useful, readers will benefit from the systematic treatment of learning through superb scholarship. Cultural-philosophical-curricular-pedagogical-historical perspectives on learning, curriculum, pedagogy, and assessment, and learners make this collection unique.” - Carol A. Mullen, Professor of Educational Leadership, Virginia Tech Learning is a fundamental topic in education. Combining traditional views of learning and learning theory with sociocultural and historical perspectives, this Handbook brings together original contributions from respected researchers who are leading figures in the field. The editors provide a insightful introduction to the topic, and the theories, frameworks, themes and issues discussed in the individual chapters are central to each and every learning episode. The Handbook is organized into four sections, each beginning with a short introduction: • Philosophical, Sociological and Psychological Theories of Learning • Models of Learning • Learning, Curriculum, Pedagogy and Assessment • Learning Dispositions, Life-Long Learning and Learning Environments
Learning and Philosophy
Learning and Philosophy
LEARNING AND KNOWLEDGE
Learning is a complex process, which embodies a range of characteristics, configurations and conditions. Perhaps at the most basic level, however, learning can be seen as a process of gaining and developing knowledge. Such a conception is underwritten by familiar definitions of learning; hence the Oxford Dictionaries Online depicts learning as ‘the acquisition of knowledge or skills through study, experience, or being taught'. As a concept, then, learning is internally related to knowledge.1 Indeed, it would be difficult to think about learning and the practices of learning without also making reference to what is (to be) learned – and typically what we are aiming at in ...
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