Philosophical and Socio-Cognitive Foundations for Teaching in Higher Education through Collaborative Approaches to Student Learning
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
Learn more about PhilPapers
Educational Philosophy and Theory 43 (9):997-1011 (2011)
This paper considers the implications for higher education of recent work on narrative theory, distributed cognition and artificial intelligence. These perspectives are contrasted with the educational implications of Heidegger's ontological phenomenology [being-there and being-aware (Da-sein)] and with the classic and classical foundations of education which Heidegger and Gadamer once criticised. The aim is to prompt discussion of what teaching might become if psychological insights (about collective minds let loose to learn) are associated with every realm of higher education (not just teacher training)
|Keywords||situated cognition enquiry‐based learning AI connectionism phronesis distributed cognition higher education|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
Hans Georg Gadamer, Joel Weinsheimer & Donald G. Marshall (2004). Truth and Method. Monograph Collection (Matt - Pseudo).
Gilbert Ryle (1949). The Concept of Mind. Hutchinson and Co.
Herbert A. Simon (1969). The Sciences of the Artificial. [Cambridge, M.I.T. Press.
Hans-Georg Gadamer (2004). Truth and Method. Continuum.
Citations of this work BETA
No citations found.
Similar books and articles
Suzanne Cynthia McBain, “We’Re Making a Difference to the Lives of Our Students”Learning Communities in Physical Education.
Harold Silver (1999). Managing to Innovate in Higher Education. British Journal of Educational Studies 47 (2):145 - 156.
Paul T. Gibbs (2004). Trusting in the University: The Contribution of Temporality and Trust to a Praxis of Higher Learning. Kluwer Academic Publishers.
Steven Trickey (2010). How Can Students Be Encouraged to Think Critically? Infusing Inquiry Across Subject Disciplines. Inquiry 25 (3):14-21.
Julie-Anne Regan (2012). The Role Obligations of Students and Lecturers in Higher Education. Journal of Philosophy of Education 46 (1):14-24.
Peter Goodyear & Maria Zenios (2007). Discussion, Collaborative Knowledge Work and Epistemic Fluency. British Journal of Educational Studies 55 (4):351-368.
Robert B. Innes (2004). Reconstructing Undergraduate Education: Using Learning Science to Design Effective Courses. L. Erlbaum Associates.
J. Felix Lozano, Alejandra Boni, Jordi Peris & Andrés Hueso (2012). Competencies in Higher Education: A Critical Analysis From the Capabilities Approach. Journal of Philosophy of Education 46 (1):132-147.
Added to index2010-01-28
Total downloads24 ( #168,904 of 1,935,082 )
Recent downloads (6 months)1 ( #434,530 of 1,935,082 )
How can I increase my downloads?