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Learninginpreferencetoeducation
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Habermas,JohnM.Dirkx,RobertD.Boyd,J.GordonMyers,Rosemary
R.Ruether).
•Interactionbetweencognitive,emotionalandsocialprocesses(function-
ality,sensitivityandintegration)eńectingtheacquisitionofknowledge,
skillsandcompetences(KnudIlleris).
Theabovearejustafewexamplesofwhatlearningis.Buttheyareenough
toprovethatthescopeofourunderstandingofthisprocessisquitebroad.
Takentogether,alloftheseperspectivescoverawiderangeof:
•Typesoflearning(acquiringinformation,skills,habits,developingabilities
andattitudes).
•Formsoflearning(learningbytrialandmistake,byimitation,discovering
andactivities).
•Learningconditions(age,environment,motives,stimuli,abilities).
•Learningresults(increaseinknowledgeandskills,developmentofabili-
tiesandattitudes.
Figure1.Themaintheoreticalperspectivesoflearning
Source:originalstudy
•Knowledgetransfer–theconsequencesoflearninginformationandskills
andpassingthemontoothers.
Atthesametimethereisnoonegeneral,universalormostrepresentative
theoryoflearning.Themodernunderstandingoflearningisaconglomeration
ofthesesfromvarioustheories,whichcanbeconventionallyincludedinthefve