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  • Produktbild: Necessary Conditions of Learning
  • Produktbild: Necessary Conditions of Learning

Necessary Conditions of Learning

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Beschreibung

Details

Einband

Gebundene Ausgabe

Erscheinungsdatum

14.07.2014

Verlag

Taylor and Francis

Seitenzahl

324

Maße (L/B/H)

23,5/15,7/2,2 cm

Gewicht

589 g

Sprache

Englisch

ISBN

978-0-415-73913-9

Beschreibung

Details

Einband

Gebundene Ausgabe

Erscheinungsdatum

14.07.2014

Verlag

Taylor and Francis

Seitenzahl

324

Maße (L/B/H)

23,5/15,7/2,2 cm

Gewicht

589 g

Sprache

Englisch

ISBN

978-0-415-73913-9

Herstelleradresse

Libri GmbH
Europaallee 1
36244 Bad Hersfeld
DE

Email: gpsr@libri.de

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  • Produktbild: Necessary Conditions of Learning
  • Produktbild: Necessary Conditions of Learning

  • Preface

    1. What makes humans human?

    Cultural evolution

    The species that teaches its offspring

    The origin of pedagogy

    Learning from others

    Learning as a by-product and learning as an aim

    "De-pedagogizing" learning

    Pedagogies of learning

    Teachers’ professional knowledge

    What this book is about

    2. What is to be learned?

    What matters?

    Organizing learning

    What is to be learned?

    Learning as differentiation

    Different meanings of what is to be learned

    3. Sameness and difference in learning

    The problem with direct reference

    Discerning features that have been discerned previously

    Discerning features that have not been discerned previously

    We do have to learn to discern features whether or not they are innate

    Learning to discern novel features and aspects

    Dimensions of variation, and values*

    Neither from the specific to the general, nor the other way around

    Patterns of variation and invariance

    The path of learning

    Critical aspects and critical features again

    Why is the experience of difference, against a background of the experience
    of sameness, necessary for learning to discern novel features and novel
    aspects?

    Delimitation

    Grouping

    Differences and experienced differences

    Discernment, difference, simultaneity

    Discerning and learning to discern

    Using the known to prepare for the unknown

    The transfer of learning

    4. What does the world look like to others?

    The revelation of Jonas Emanuelsson

    What is to be learned, again: Ways of seeing

    Finding critical aspects

    The learner’s perspective and the observer’s perspective

    Logic and understanding

    Asking questions

    Analyzing answers

    The idea of phenomenography

    Qualitative differences in learning, specific to specific objects of learning

    5. The art of learning

    Learners generating patterns of variation and invariance

    Discoveries as discernments

    Innovations and the opening up of new dimensions of variation

    Finding novel meanings

    6. Making learning possible

    Three faces of the object of learning

    Necessary conditions of necessary conditions of learning

    The origin of differences

    Analysing lessons

    Comparing teaching

    Relating learning and teaching to each other

    Bringing about learning: Patterns of variation and invariance as tools for
    planning and conducting teaching

    Bringing learning about: Implementing patterns of variation and
    invariance

    Bringing about learning: The order of things

    Hierarchical and sequential structure in reading and writing

    Can the "art of learning" be learned?

    There are no teaching experiments

    Putting conjectures to the test

    The Chinese connection

    7. Learning to help others to learn

    What teachers have to be good at