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OverviewThe Philosophy of Human Learning addresses current concerns with the nature of human learning from a distinctive philosophical perspective. Using insights derived from the work of Wittgenstein, it mounts a vigorous attack on influential contemporary accounts of learning, both in the 'romantic' Rousseauian tradition and the in the 'scientific' cognitivist tradition. These two schools, the author argues, are more closely related than is commonly realised. Christopher Winch examines the early modern and enlightenment origins of contemporary learning theory before developing an original, socially-based perspective, which challenges the excessive individualism of most work in this area. Professor Winch covers a wide-range of topics. These include: training, comtemporary representationalist accounts of the mind and their implications for our understanding of learning, developmental theory, language learning, concept formation, memory, attention, later learning, and in several chapters, learning in moral, religious and aesthetic contexts. The author shows that learning pervades all aspects of our lives and that in order for us to understand it in all its variety and complexity we must go beyond the narrow perspectives of most empirical psychological study. The Philosophy of Human Learning will be of interest to all who have a professional interest in learning, including psychologists as well as philosphers of education. Full Product DetailsAuthor: Christopher WinchPublisher: Taylor & Francis Ltd Imprint: Routledge Volume: v.3 Dimensions: Width: 15.60cm , Height: 1.60cm , Length: 23.40cm Weight: 0.498kg ISBN: 9780415161909ISBN 10: 0415161908 Pages: 226 Publication Date: 26 February 1998 Audience: College/higher education , General/trade , Tertiary & Higher Education , General Format: Hardback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of Contents1 Introduction: reconsidering learning 2 The Cartesian and empiricist heritage of learning theories 13 The Romantic view of learning: Rousseau’s Émile 4 Learning in a normative context 5 Learning, training and behaviourism 6 Representation and learning 7 Development 8 Learning language 9 Learning and concept formation 10 Memory and learning 11 Attending, thinking and learning 112 Later learning 13 Learning about religion 14 Moral learning 15 Learning to make and to appreciate 16 Conclusion: five themes but no grand theoriesReviewsAuthor InformationChristopher Winch is currently Professor of Philosophy of Education at Nene College, Northampton, UK. He has taught in primary schools and in higher education. Among his publications are Language, Ability and Educational Achievement (1990), Reading, Writing and Reading (with Gavin Fairbairn) (1991, 1996), and Quality and Education (1996). Tab Content 6Author Website:Countries AvailableAll regions |
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