Abstract:
This paper argues that the
economic tum that increasingly has
dominated educational policy, too
often to its detriment, has been facilitated
by common but wrong-headed
assumptions about learning. These
assumptions centre on viewing learning
as something (i.e. some thing)
located in the heads of learners. These
assumptions and their consequences
will be outlined and criticised. An
alternative way of thinking about
learning, one that views it as a changing
relational web, will be recommended.
It will be argued that any productive
refurbishing of educational policy
will require a rethink along these lines
of the nature of learning and, even, of
the aims of education.
