Philosophical Accounts of Learning

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dc.contributor.author Hager, Paul en_US
dc.date.accessioned 2009-12-21T02:39:05Z
dc.date.available 2009-12-21T02:39:05Z
dc.date.issued 2005 en_US
dc.identifier 2005003048 en_US
dc.identifier.citation Hager Paul 2005, 'Philosophical Accounts of Learning', Blackwell, vol. 37, no. 5, pp. 649-666. en_US
dc.identifier.issn 0013-1857 en_US
dc.identifier.other C1 en_US
dc.identifier.uri http://hdl.handle.net/10453/5551
dc.description.abstract There is an influential story about learning that retains a grip on the public mind. Main elements of this story include: the best learning resides in individual minds not bodies; it centres on propositions (true, false; more certain, less certain); such learning is transparent to the mind that has acquired it; so the acquisition of the best learning alters minds not bodies. Implications of these basic ideas include: the best learning can be expressed verbally and written down in books, etc.; the process and product of learning can be sharply distinguished; and, though residing in minds and books, the best learning can be applied, via bodies, to alter the external world. The pervasive influence of this story is apparent in many writings about learning, including philosophical writings. A number of basic assumptions about learning underpin this story. The central purpose of this paper is to further delineate and then challenge each of these basic assumptions. The main implication of challenging these basic assumptions is that a somewhat different philosophical understanding of learning emerges. This different understanding of learning may offer fresh insights on current educational issues. en_US
dc.publisher Blackwell en_US
dc.title Philosophical Accounts of Learning en_US
dc.parent Educational Philosophy and Theory en_US
dc.journal.volume 37 en_US
dc.journal.number 5 en_US
dc.publocation Oxford, UK en_US
dc.identifier.startpage 649 en_US
dc.identifier.endpage 666 en_US
dc.cauo.name FASS.Education Group en_US
dc.conference Verified OK en_US
dc.for 130300 en_US
dc.personcode 890323 en_US
dc.percentage 100 en_US
dc.classification.name Specialist Studies in Education en_US
dc.classification.type FOR-08 en_US
dc.description.keywords philosophy of education, learning en_US
dc.staffid 890323 en_US


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