What is learning? This book is a philosophical work that develops a general theory of ontological objects and object-relations, examining concepts as acquired dispositions. David Scott answers a series of questions about concepts in general and the concept of learning in particular. This volume offers a counterargument to empiricist conceptions of learning, rejecting the propagation of simple messages about learning, knowledge, curriculum, and assessment. Instead, Scott argues that values are central to understanding how we live, permeating our descriptions of the world, the attempts we make at creating better futures, and our relations with other people.
Table of Contents
Preface
Acknowledgements
Part One: The general theory
1. Introduction – learning as a concept and as a practice
2. Transcendental knowledge
3. Judgements and criteria
4. Object-relations – research into learning
5. Values and learning theories
6. Difference
7. Knowledge dualities
8. Institutional/systemic power
9. Identity and consciousness
10. The general theory
Part Two: Learning as a concept and a practice
11. Philosophies of learning
12. Learning theories and models
13. Technology, artificial intelligence and learning
14. Literacy and numeracy
15. Dispositions – innateness and essentialism
16. Progression and Learning
17. Pedagogy as reflection and Imagination
18. Curriculum and assessment
19. A history, archaeology and genealogy of learning
20. Time and learning
21. Spatial relations
22. A conclusion – learning as a disposition
References
Index