On Learning : A general theory of objects and object-relations / David Scott.

Format:

Book

Author/Creator:

Scott, David, 1951- author.

Language:

English

Subjects (All):

Object relations (Psychoanalysis).

Physical Description:

1 online resource (x, 309 pages)

Other Title:

On Learning

Place of Publication:

London : UCL Press, 2021.

Summary:

This is a philosophical work that develops a general theory of ontological objects and object-relations. It does this by examining concepts as acquired dispositions, and then focuses on perhaps the most important of these: the concept of learning. This concept is important because everything that we know and do in the world is predicated on a prior act of learning.A concept can have many meanings and can be used in a number of different ways, and this creates difficulty when considering the nature of objects and the relationships between them. To enable this, David Scott answers a series of questions about concepts in general and the concept of learning in particular. Some of these questions are: What is learning? What different meanings can be given to the notion of learning? How does the concept of learning relate to other concepts, such as innatism, development and progression?The book offers a counter-argument to empiricist conceptions of learning, to the propagation of simple messages about learning, knowledge, curriculum and assessment, and to the denial that values are central to understanding how we live. It argues that values permeate everything: our descriptions of the world, the attempts we make at creating better futures and our relations with other people.

Contents:

Intro

Title

Copyright

Contents

Preface

Acknowledgements

Part One: The General Theory

1 Introduction

Learning as a Concept and as a Practice

2 Transcendental Knowledge

3 Judgements and Criteria

4 Object-Relations

Research into Learning

5 Values and Learning Theories

6 Difference

7 Knowledge Dualities

8 Institutional/Systemic Power

9 Identity and Consciousness

10 The General Theory

Part Two: Learning as a Concept and as a Practice

11 Philosophies of Learning

12 Learning Theories and Models 13 Technology, Artificial Intelligence and Learning

14 Literacy and Numeracy

15 Dispositions

Innateness and Essentialism

16 Progression and Learning

17 Pedagogy as Reflection and Imagination

18 Curriculum and Assessment

19 A History, Archaeology and Genealogy of Learning

20 Time and Learning

21 Spatial Relations

22 A Conclusion

Learning as a Disposition

References

Index

Back Cover.

Notes:

Description based on publisher supplied metadata and other sources.