David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Journal of Philosophy of Education 42 (3-4):649-665 (2008)
The claim that 'learning how to learn' is the central ability required for young people to be effective 'lifelong learners' is examined for various plausible interpretations. It is vacuous if taken to mean that we need to acquire a capacity to learn, since we necessarily have this if we are to learn anything. The claim that it is a specific ability is then looked at. Once again, if we acquire an ability to learn we do not need the ability to learn how to learn. After noting the implausibility of any such general ability, the paper goes on to examine the claim that certain specific but transferable abilities might satisfy the description 'learning how to learn'. Various candidates are considered: forming and testing hypotheses and abduction are two promising ones, but each has significant weaknesses. Numeracy and literacy are thought to be more promising, but achievements at the national level leave a lot to be desired, despite the clear advantages for learning of being able to read, write and count. If we needed to learn how to learn before we learned how to read, write and count, it is unlikely that we would get anywhere. Finally, certain non-cognitive dispositions and character traits rather than cognitive attributes are considered and, drawing on the work of Robert Dearden and others, it is suggested that the development of these aretaic (virtue-based) and personal qualities rather than cognitive ones may be most decisive for developing independent learning in a range of subject matters.
|Keywords||No keywords specified (fix it)|
|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
Stephen Toulmin (2003). The Uses of Argument. Cambridge University Press.
Thomas S. Kuhn (1996/2012). The Structure of Scientific Revolutions. University of Chicago Press.
Jerry A. Fodor (1975). The Language of Thought. Harvard University Press.
Stephen E. Toulmin (2003). The Uses of Argument. Monograph Collection (Matt - Pseudo).
Citations of this work BETA
James MacAllister, Gale Macleod & Anne Pirrie (2013). Searching for Excellence in Education: Knowledge, Virtue and Presence? Ethics and Education 8 (2):153-165.
Similar books and articles
Robert L. Goldstone & David Landy (2010). Domain-Creating Constraints. Cognitive Science 34 (7):1357-1377.
Danielle Matthews, Jessica Butcher, Elena Lieven & Michael Tomasello (2012). Two- and Four-Year-Olds Learn to Adapt Referring Expressions to Context: Effects of Distracters and Feedback on Referential Communication. Topics in Cognitive Science 4 (2):184-210.
Andy Clark (1994). Representational Trajectories in Connectionist Learning. Minds and Machines 4 (3):317-32.
Charles Kemp, Noah D. Goodman & Joshua B. Tenenbaum (2010). Learning to Learn Causal Models. Cognitive Science 34 (7):1185-1243.
Henry Plotkin (2007). Necessary Knowledge. OUP Oxford.
Guy Claxton (2007). Expanding Young People's Capacity to Learn. British Journal of Educational Studies 55 (2):115 - 134.
Heiko Spitzeck (2009). Organizational Moral Learning: What, If Anything, Do Corporations Learn From Ngo Critique? [REVIEW] Journal of Business Ethics 88 (1):157 - 173.
Monica Bucciarelli (2007). How the Construction of Mental Models Improves Learning. Mind and Society 6 (1):67-89.
Paul Bloom (2001). Précis of How Children Learn the Meanings of Words. Behavioral and Brain Sciences 24 (6):1095-1103.
Kevin Kelly (2004). Learning Theory and Epistemology. In Ilkka Niiniluoto, Matti Sintonen & Jan Wolenski (eds.), Handbook of Epistemology. Dordrecht: Kluwer Academic Pub 183--203.
Added to index2009-01-28
Total downloads37 ( #89,182 of 1,726,249 )
Recent downloads (6 months)2 ( #289,836 of 1,726,249 )
How can I increase my downloads?