On Learning: A General Theory of Objects and Object-Relations

Description

A philosophical work that tackles the question, “What is learning?”. 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.   Cover Half Title Title Copyright 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 as 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 andgenealogy of learning 20 Time and learning 21 Spatial relations 22 A conclusion – learning as a disposition References Index Back Cover