NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1015844
Record Type: Journal
Publication Date: 2014
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0162-5748
Staking a Claim on Learning: What We Should Know about Learning in Higher Education and Why
Neumann, Anna
Review of Higher Education, v37 n2 p249-267 Win 2014
Researchers can deepen investigations of college teaching and learning by attention on how students construe a lesson's subject matter and on how teachers make sense of and respond to their students' subject-matter thinking in the moment. While it is possible to examine teaching and learning minus subject-matter depth, doing so obscures the dynamics that define education. My illustrative example captures teaching and learning about the idea of Cartesian doubt in an introductory philosophy class. I analyze students' struggles with this new (and to most, startling) idea in light of their prior knowledge. I also examine the instructor's efforts to grasp and respond to students' evolving conceptions of Cartesian doubt. (Contains 2 footnotes.)
Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail:; Web site:
Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A