Book contents
- Frontmatter
- Contents
- Preface
- 1 Faust and the Birth of a Research Agenda
- 2 Learning to Master the Universe and to Transform Self
- 3 Time Past and Time Present
- 4 Mind-Oriented and Virtue-Oriented Learning Processes
- 5 Curiosity Begets Inquiry and Heart Begets Dedication
- 6 Nerd’s Hell and Nerd’s Haven
- 7 Socratic and Confucian Tutors at Home
- 8 The Devil’s Advocate and the Reluctant Speaker
- 9 Implications for the Changing Landscape of Learning
- Bibliography
- Index
4 - Mind-Oriented and Virtue-Oriented Learning Processes
Published online by Cambridge University Press: 05 June 2012
- Frontmatter
- Contents
- Preface
- 1 Faust and the Birth of a Research Agenda
- 2 Learning to Master the Universe and to Transform Self
- 3 Time Past and Time Present
- 4 Mind-Oriented and Virtue-Oriented Learning Processes
- 5 Curiosity Begets Inquiry and Heart Begets Dedication
- 6 Nerd’s Hell and Nerd’s Haven
- 7 Socratic and Confucian Tutors at Home
- 8 The Devil’s Advocate and the Reluctant Speaker
- 9 Implications for the Changing Landscape of Learning
- Bibliography
- Index
Summary
Given the cultural learning models, an important question to consider is how these cultural models may influence the actual learning process in which the members of each culture engage. I attempt to address this question in this chapter. Before proceeding, however, it is important to lay out different kinds of human learning and clarify to what kind of learning the cultural models are most relevant.
KINDS OF HUMAN LEARNING
It is a well-established scientific fact that human beings are capable of learning virtually unlimited things. Human learning takes place in many ways, and it starts even before birth. For the most part, infants and young children learn much about the world without being specifically taught; for example, they acquire vocabulary of their native tongue and social norms of behavior without deliberate adult instructions. However, because it proceeds more or less without the need for effort on the part of young children or deliberate instructions on the part of adults, this kind of individual learning is not directly influenced by culture. It is instead testimony to the human capacity to learn.
- Type
- Chapter
- Information
- Cultural Foundations of LearningEast and West, pp. 105 - 152Publisher: Cambridge University PressPrint publication year: 2012
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