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ERIC Number: EJ812808
Record Type: Journal
Publication Date: 2007-Aug
Pages: 14
Abstractor: As Provided
Reference Count: 9
ISBN: N/A
ISSN: ISSN-0013-1857
Learning, Empowerment and Judgement
Luntley, Michael
Educational Philosophy and Theory, v39 n4 p418-431 Aug 2007
Here is a distinction that appears very simple, looks compelling and seems to be deeply rooted in our reflections on learning. The distinction is between activities of learning that involve training and those that involve reasoning. In the former, the pupil is a passive recipient of habits of mind and action. The mechanism by which they acquire these habits is mimesis, not reasoning. In contrast, learning by reasoning involves considerable mental activity by the pupil who has to work out what to think and do. The very mechanism by which the pupil learns is her own capacity to reason, to things work out for herself. In this paper I argue that there is no basis for this distinction. I argue that, contrary to the dominant empiricist thinking about such things, learning by reasoning is the only credible form of learning. I start with a brief characterisation of the distinction and an account of why it seems so compelling. In section 2 I review the empirical evidence from developmental psychology for a rationalist account of language learning as learning by reasoning. In sections 3 and 4 I provide a philosophical argument against the place of training and in favour of a rationalist model of learning by reasoning.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A