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oapen-20.500.12657-851372024-01-16T00:00:00Z On Learning Volume 2 Scott, David education;concepts;objects;object-relations;critical realism;Philosophy;Learning;Curriculum;Pedagogy;Assessment;Ontology;Epistemology bic Book Industry Communication::J Society & social sciences::JN Education::JNA Philosophy & theory of education bic Book Industry Communication::J Society & social sciences::JN Education::JNA Philosophy & theory of education::JNAM Moral & social purpose of education bic Book Industry Communication::H Humanities::HP Philosophy This is a philosophical work that develops a general theory of ontological objects and object-relations. It does this by examining concepts as acquired dispositions, and then focuses on perhaps the most important of these: the concept of learning. This concept is important because everything that we know and do in the world is predicated on a prior act of learning. A concept can have many meanings and can be used in a number of different ways, and this creates difficulty when considering the nature of objects and the relationships between them. To enable this, David Scott answers a series of questions about concepts in general and the concept of learning in particular. Some of these questions are: What is learning? What different meanings can be given to the notion of learning? How does the concept of learning relate to other concepts, such as innatism, development and progression? The book offers a counter-argument to empiricist conceptions of learning, to the propagation of simple messages about learning, knowledge, curriculum and assessment, and to the denial that values are central to understanding how we live. It argues that values permeate everything: our descriptions of the world, the attempts we make at creating better futures and our relations with other people. Praise for On Learning 'Provides a nuanced and layered understanding of the complex concept and practice of learning to students and researchers.' Educational Review 2023-11-15T13:55:05Z 2023-11-15T13:55:05Z 2024 book 9781800082045 9781800082038 9781800082052 https://library.oapen.org/handle/20.500.12657/85137 eng application/pdf Attribution-NonCommercial 4.0 International 9781800080027.pdf UCL Press 10.14324/111.9781800080027 10.14324/111.9781800080027 df73bf94-b818-494c-a8dd-6775b0573bc2 9781800082045 9781800082038 9781800082052 322 London open access
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This is a philosophical work that develops a general theory of ontological objects and object-relations. It does this by examining concepts as acquired dispositions, and then focuses on perhaps the most important of these: the concept of learning. This concept is important because everything that we know and do in the world is predicated on a prior act of learning.
A concept can have many meanings and can be used in a number of different ways, and this creates difficulty when considering the nature of objects and the relationships between them. To enable this, David Scott answers a series of questions about concepts in general and the concept of learning in particular. Some of these questions are: What is learning? What different meanings can be given to the notion of learning? How does the concept of learning relate to other concepts, such as innatism, development and progression?
The book offers a counter-argument to empiricist conceptions of learning, to the propagation of simple messages about learning, knowledge, curriculum and assessment, and to the denial that values are central to understanding how we live. It argues that values permeate everything: our descriptions of the world, the attempts we make at creating better futures and our relations with other people.
Praise for On Learning
'Provides a nuanced and layered understanding of the complex concept and practice of learning to students and researchers.'
Educational Review
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