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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?;
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
2 Ιουν 2008 · Philosophy of education is the branch of applied or practical philosophy concerned with the nature and aims of education and the philosophical problems arising from educational theory and practice.
2 Ιουν 2008 · Some individuals work directly on issues of classroom practice, others identify as much with fields such as educational policy analysis, curriculum theory, teacher education, or some particular subject-matter domain such as math or science education, as they do with philosophy of education.
While Dewey wrote little that specifically addressed the preparation of teachers, his 1904 essay, “The Relation of Theory to Practice in Education,” makes clear that he grounds his beliefs about teachers’ learning in this same philosophy of experiential learning.
1 Ιαν 2012 · Socrates called his conduct as “philosophy” and himself as a “philosopher” in a way that suggested learning is an unceasing search for knowledge without any regard to finding the right action or reaching an end.
What is ‘Philosophy’; and what is ‘Education’, and what role may ‘enquiry’ play? Is the future of education and philosophy embracing—or at least taking seriously—and thinking with Indigenous ethicoontoepistemologies?
