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Learning to learn : toward a philosophy of education

Author: Jerry H Gill
Publisher: Atlantic Highlands, N.J. : Humanities Press, 1993.
Edition/Format:   Print book : EnglishView all editions and formats
Summary:
Addressing specific questions of what should be learned, the nature of the learner, and the learning process, Learning to Learn offers a fresh perspective on basic issues in philosophy of education. The special thrust of this book is to establish a theory of cognitive activity before taking up issues of curriculum and human nature. The author's approach, which is grounded in the insights of Michael Polanyi, Maurice  Read more...
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Additional Physical Format: Online version:
Gill, Jerry H.
Learning to learn.
Atlantic Highlands, N.J. : Humanities Press, 1993
(OCoLC)622167252
Online version:
Gill, Jerry H.
Learning to learn.
Atlantic Highlands, N.J. : Humanities Press, 1993
(OCoLC)630953402
Document Type: Book
All Authors / Contributors: Jerry H Gill
ISBN: 0391037730 9780391037731
OCLC Number: 25787284
Description: x, 252 pages ; 24 cm
Contents: Introduction : teaching and/or Learning? --
pt. I. The Knowing. Gaining Perspective / Alfred North Whitehead [and others] ; Knowing as Dancing ; Practical Patterns --
pt. II. The Knower. Gaining Perspective, Again / Alfred North Whitehead [and others] ; The Knower as Dancer ; Practical Postures --
pt. III. The Known. Gaining Perspective, Once More / Alfred North Whitehead [and others] ; The Known as Dance ; Practical Programs --
Conclusion : Teaching as Learning.
Responsibility: Jerry H. Gill.

Abstract:

Addressing specific questions of what should be learned, the nature of the learner, and the learning process, Learning to Learn offers a fresh perspective on basic issues in philosophy of education. The special thrust of this book is to establish a theory of cognitive activity before taking up issues of curriculum and human nature. The author's approach, which is grounded in the insights of Michael Polanyi, Maurice Merleau-Ponty, and the later Ludwig Wittgenstein, focuses on learning as mediated through tacit and participatory processes in relational contexts. Jerry Gill first discusses the nature of cognitive activity (the knowing) from an epistemological perspective, and then moves on to a consideration of human nature (the knower) and of curriculum (the known). The book's three parts each begin with a survey of the ideas of four major educational theorists, A.N. Whitehead, John Dewey, Paulo Freire, and Carl Rogers. Professor Gill then presents his own angle of approach and concludes with a discussion of practical classroom principles and practices, especially at the college and university level.

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