How we learn : learning and non-learning in school and beyond / Knud Illeris.

Format:

Book

Author/Creator:

Illeris, Knud.

Language:

English

Subjects (All):

Learning, Psychology of.

Cognitive learning.

Social learning.

Physical Description:

xiii, 289 pages : illustrations ; 24 cm

Edition:

English edition.

Place of Publication:

London ; New York : Routledge, 2007.

Contents:

1.1 What is learning? 1

1.2 A definition of learning 2

2 The basis of the understanding of learning 6

2.1 The various sources of the understanding of learning 6

2.2 Learning and psychology 7

2.3 Learning, biology and the body 8

2.4 Learning and brain functions 12

2.5 Unconscious learning and tacit knowledge 17

2.6 Learning and society 19

3 The processes and dimensions of learning 22

3.1 The interaction and acquisition processes 22

3.2 The three dimensions of learning 25

4 Different types of learning 30

4.1 Learning typologies 30

4.2 Piaget's understanding of learning 34

4.3 Cumulative learning 38

4.4 Assimilative learning 39

4.5 Accomodative learning 41

4.6 Transformative learning 44

4.7 Connections and transfer potentials 47

5 The content dimension of learning 51

5.1 Different types of learning content 51

5.2 Kolb's learning cycle 53

5.3 From activity theory to cultural psychology 57

5.4 Adult education, transformation and critical thinking 62

5.5 Reflection and meta-learning 65

5.6 Reflexivity and biographicity: the self as learning content 69

6 The incentive dimension of learning 75

6.1 The divided totality 75

6.2 Freud's understanding of drives 76

6.3 Structures of content and patterns of incentives 78

6.4 Emotional intelligence 83

6.5 Heron's theory of feeling and personhood 85

6.6 Emotion, motivation, volition and attitudes 88

6.7 Motivation through disturbances and conflicts 91

6.8 Motivation problems in modernity 93

7 The interaction dimension of learning 96

7.1 Situated learning 96

7.2 Forms of interaction 100

7.3 The social embeddedness of learning 101

7.4 Critical theory and socialisation 104

7.5 The heritage of the cultural historical tradition 107

7.6 Communities of practice 110

7.7 Politically oriented approaches 113

7.8 Social constructionism and postmodernism 116

7.9 Collective learning, collaborative learning and mass psychology 119

8 Learning as whole 124

8.1 Across the dimensions 124

8.2 Learning and experience 125

8.3 Personal development 132

8.4 Competence 134

8.5 Learning and identity 137

8.6 Holistic learning theories 143

8.7 Learning models and courses of learning 149

9 Barriers to learning 157

9.1 When the intended learning does not occur 157

9.2 Mislearning 158

9.3 Defence against learning 160

9.4 Ambivalence 167

9.5 Resistance to learning 169

10 Learning, dispositions and preconditions 176

10.1 Heredity, environment and dispositions 176

10.2 Intelligence, abilities and smartness 179

10.3 Learning style 184

10.4 Learning and gender 187

10.5 Social background and ethnicity 194

11 Learning and life course 197

11.1 Lifespan psychology 197

11.2 Children want to capture their world 199

11.3 Young people want to construct their identities 201

11.4 Adults pursue their life goals 205

11.5 Mature adults seek meaning and harmony 210

11.6 Learning through the life ages 211

12 Learning in different learning spaces 214

12.1 Learning spaces 214

12.2 Everyday learning 215

12.3 School learning and educational learning 216

12.4 Learning in working life 221

12.5 Net-based learning 227

12.6 Leisure time interests and grassroots activity 229

12.7 Transversal learning and alternating education 230

13 Learning, education and society 234

13.1 Four misunderstandings about learning and education 234

13.2 Participation in organised learning 238

13.3 Learning and curriculum 241

13.4 Learning content and forms of activity 243

13.5 Learning, direction and participation 245

13.6 Content, direction, forms of knowledge and patterns of work 247

13.7 Learning and current educational policy 249

14.2 Positions in the tension field of learning 256.

Notes:

Includes bibliographical references (pages [262]-280) and index.

ISBN:

0415438462

0415438470

0203939891

9780415438469

9780415438476

9780203939895

OCLC:

85783331