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11Philosophies of learningFive theories of learning are examined in this chapter: behaviourism, phenomenology, cognitivism, sociocultur. lism and socio-materialism. These can be construed as framings or enframings of the concept of learning; however, they are not equally coherent, releva.
- Is Learning Possible?
- Is All Knowledge Acquired Through Learning?
- Where Do We Draw The Boundaries of Learning?
- Are There Different Kinds of Knowledge?
- What Are The Prerequisites of Learning?
Though the question “is learning possible?” seems preposterous, it is critical to note that at the beginning of philosophy, for reasons that continue to plague modern epistemologists, Plato insists that the answer to this question is “no.” We should note that this paradoxical claim follows from Plato’s narrow conception of knowledge. As we shall se...
Taking as its starting point the issues that Plato raises, the question of what can and cannot be learned through experience has constituted a major debate in modern epistemology and is at the heart of the disagreement between the rationalists (Descartes, Spinoza, and Leibniz) and the empiricists (Locke, Berkeley, and Hume). The rationalists, follo...
Issues concerning a prioriknowledge place limits on learning by claiming that we have in our possession knowledge that cannot be learned through experience. However, there are also important theoretical considerations regarding the boundaries of a learning event. That is, there are important considerations concerning which changes in behavior are l...
The fourth question that ought to frame a philosophy of learning concerns the categorization of various knowledge kinds. After all, the learning process and the knowledge that results from that process presumably have an intimate connection. As such, the kind of knowledge that we possess may tell us something about the kind of learning that is requ...
In order to develop an adequate account of learning, we must examine the requirements that the systems and processes that perform learning have to fulfill. As such, we must ask about the nature of systems that are responsible for the input, processing, storage, and output stages of learning. In this entry, we focus on the problem of representation ...
Oct 15, 2023 · Imagine an idealistic case where constructivist philosophies have been adopted, LCD theories have been identified, educational programs have been designed based on these theories, and teachers have been trained to apply LCD theory and implement LCD programs, all with high fidelity.
Jun 10, 2020 · We find that high-fidelity transmission evolves when (1) social and (2) individual learning are inexpensive, (3) traits are complex, (4) individual learning is abundant, (5) adaptive problems are difficult and (6) behaviour is flexible. Low-fidelity transmission differs in many respects.
- Marcel Montrey, Thomas R Shultz
- 2020
Feb 2, 2002 · Formal learning theory is the mathematical embodiment of a normative epistemology. It deals with the question of how an agent should use observations about her environment to arrive at correct and informative conclusions.
Here, we develop a Bayesian model to contrast the evolution of high-fidelity social learning, which supports CCE, against low-fidelity social learning, which does not. We find that high-fidelity transmission evolves when (1) social and (2) individual learning are inexpensive, (3) traits are complex,
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Definition. Learning: the acquisition of knowledge or skill. mind as a tabula rasa or blank slate. Consistent with Aristotelian philosophy, Locke believed that knowledge is acquired through exper. ence, repetition, training and virtue. He emphasized the impor-tance of enjoyable learning and insisted that te.
