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
Jack Alan Reynolds
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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|
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References found in this work BETA
Gilbert Ryle (1949/2002). The Concept of Mind. Hutchinson and Co.
Herbert A. Simon (1969). The Sciences of the Artificial. [Cambridge, M.I.T. Press.
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