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- Constructivism is a learning theory that emphasizes the active role of learners in building their own understanding. Rather than passively receiving information, learners reflect on their experiences, create mental representations, and incorporate new knowledge into their schemas. This promotes deeper learning and understanding.
www.simplypsychology.org/constructivism.html
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Learning is a process of knowledge acquisition, where “knowledge” is construed broadly. Next, we delineate five major questions that should govern an area of philosophy properly called “philosophy of learning.” Those questions are: (1) Is learning possible?; (2) Is all knowledge acquired through learning?;
Jan 25, 2024 · Freud’s emphasis on the vibrancy of the inner lives of teachers and students, the inherent presence of conflict and uncertainty upon the classroom landscape, and the role affective and emotional dynamics play in teaching and learning are crucial through lines between psychoanalysis and education.
As I suggested in chapter 1, a philosophy of learning has a number of elements: an account of a person, including her capacities and affordances, and the environments within which she is situated; an account of the relationship between a person and her environments; knowledge about understanding, learning and change, with regards to
Jul 1, 2011 · In this regard, Freud is unequivocal, stating that education is tasked with teaching children (and, I would argue, adults) to conform to a normative set of socially approved behaviours. Thus, 'the first task of education,' Freud states, is to teach the child 'to control his instincts.
Cognitive learning was important in Freud’s work, and insight into one’s unconscious processes is vital for regulating one’s own behavior. Freud’s orthodoxy, which has been widely described in the literature, provoked the development of alternative approaches of psychoanalysis.
- seel@ezw.uni-freiburg.de
He struggled with balancing the intellectual appeal of philosophy with the certainty he hoped to find in positivist science. Putting aside the scientific status of Freud’s work, the author re-examines Freud’s attitude towards philosophy.
Abstract. This paper places formal learning theory in a broader philosophical context and provides a glimpse of what the philosophy of induction looks like from a learning-theoretic point of view. Formal learning theory is compared with other standard approaches to the philosophy of induction.
