To save content items to your account,
please confirm that you agree to abide by our usage policies.
If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account.
Find out more about saving content to .
To save content items to your Kindle, first ensure firstname.lastname@example.org
is added to your Approved Personal Document E-mail List under your Personal Document Settings
on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part
of your Kindle email address below.
Find out more about saving to your Kindle.
Note you can select to save to either the @free.kindle.com or @kindle.com variations.
‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi.
‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.
Introduction: Discourses and the Nature of Learning
What is learning? How does learning occur? How can we study learning? These are some fundamental questions about the nature of learning, a phenomenon that appears to be on everybody’s mind and on every agenda these days, even though little is known about the experience of learning itself. Education policymakers are increasingly talking about predefined “learning outcomes” and “flexible lifelong learners”, but the problem with the wider learnification of educational discourse is that questions about the content, purpose, and relationships of education are no longer asked, or they are taken for granted (Biesta, 2017). Gert Biesta makes the criticism that “the language of learning has eroded a meaningful understanding of teaching and the teacher” (Biesta, 2012, 36). The emergence of new learning theories and especially constructivism has also resulted in a shift from teaching to learning, placing students at the center of educational discourse and teachers on the outside, primarily in the role of mediators, facilitators or advisors. Unfortunately, concepts of learning that take into account the interrelationship between teaching and learning as well as between teachers and learners, and the responsiveness of those relationships, are less popular. To question learning, according to MeyerDrawe (2012) is to cast an alien perspective on an apparently familiar issue and to experience it as fragile. This fragility is inherent in the phenomenon of learning (and teaching). Many valuable disciplines make a study of learning, from psychology to sociology to the neurosciences to biogenetics. However, the perspective of pedagogy, an independent scholarly discipline that emerged in Continental Europe in the nineteenth century, is essential to the consideration of questions about the nature of learning (Schratz and Westfall-Greiter, 2015) and their interconnection with teaching.
From a pedagogical perspective, the point of education is never to determine whether students are learning, but to ensure that they are learning something, and that they are learning for particular purposes and from someone (Biesta, 2012, 2017). In this pedagogical context, where a central role is attributed to the world and to the other, learning emerges not only from experience, but also as an experience in itself.
Email your librarian or administrator to recommend adding this to your organisation's collection.