Moving beyond test scores and outcomes, this volume redefines what it means to learn by intertwining ideas from philosophy, mathematics, and social theory.
What does it mean to learn? In On Learning, Volume 3: Knowledge, Curriculum and Ethics, David Scott probes the intricate relationship between knowledge and learning, questioning reductionist and empiricist perspectives that dominate contemporary education. This volume, like the first two in the series, critically analyzes the philosophical and ethical dimensions of learning, pushing beyond simplified notions of curriculum and assessment. Scott ties in a range of key concepts, including epistemology and critical realism, to offer a profound rethinking of what it means to know and engage with the world.
At the heart of this book is a call to recognize that learning is not merely a mechanical process or a set of measurable outcomes but a deeply human and ethical endeavor. On Learning, Volume 3 urges readers to reconsider the structures that shape education today and invites us to rethink how we understand knowledge and learning, and the values that underpin them.
What does it mean to learn? In On Learning, Volume 3: Knowledge, Curriculum and Ethics, David Scott probes the intricate relationship between knowledge and learning, questioning reductionist and empiricist perspectives that dominate contemporary education. This volume, like the first two in the series, critically analyzes the philosophical and ethical dimensions of learning, pushing beyond simplified notions of curriculum and assessment. Scott ties in a range of key concepts, including epistemology and critical realism, to offer a profound rethinking of what it means to know and engage with the world.
At the heart of this book is a call to recognize that learning is not merely a mechanical process or a set of measurable outcomes but a deeply human and ethical endeavor. On Learning, Volume 3 urges readers to reconsider the structures that shape education today and invites us to rethink how we understand knowledge and learning, and the values that underpin them.
Reviews
Table of Contents
List of figures and boxes
Preface
1 Introduction
Part 1: Philosophical frameworks
2 A semantic theory of learning
3 Learning and knowledge
4 A Bildungstheorie
5 Justification criteria for knowledge and learning
6 A mathematical language: averaging, probability, comparison, prediction and correlation
Part 2: Learning relations
7 A bureaucratic theory of learning
8 A genealogy of curriculum and learning
9 Social, economic and political categories of learning and knowledge
10 An ethical theory of learning and knowledge
11 Critical learning and knowledge
References
Index