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ERIC Number: EJ1051976
Record Type: Journal
Publication Date: 2015-Feb
Pages: 13
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0141-1926
From Self-Regulation to Learning to Learn: Observations on the Construction of Self and Learning
Thoutenhoofd, Ernst D.; Pirrie, Anne
British Educational Research Journal, v41 n1 p72-84 Feb 2015
The purpose of this article is to clarify the epistemological basis of self-regulated learning. The authors note that learning to learn, a term that has pervaded education policy at EU and national levels in recent years is often conflated with self-regulated learning. As a result, there has been insufficient attention paid to learning as social performance and to a more nuanced conceptualisation of agency. A review of the literature on self-regulated learning suggests that self-regulated learning is behaviour that is oriented towards the optimal execution of predefined tasks. The authors suggest that the consequences of this are a resolute focus on the individual learner and a striking denial of learning as social performance. They trace the origins of self-regulated learning to ad-hoc combinations of behaviourism and cognitive psychology and explore the consequences of this for the way in which learning to learn is conceptualized. They argue that a reflexive social epistemology is a necessary counterweight to the systematic neglect of learning as a social process that has resulted from the psychological turn in learning theory.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: European Union