Session Information
13 SES 08 A, Educational Benefits and Educational Research
Paper Session
Contribution
The paper addresses how normative aspects of learning in terms of individual understanding, motivation and evaluation are part of the learning process itself. In order to understand motivation as not just inner psychological processes it is helpful to conceptualize how motives of learning are constituted from the perspective of the individual when it struggles to come to terms with the world. Learning is in this paper understood as the interplay between individual and world while the individual according to Hegel stands in the middle of particularity and universality. To learn is, inspired by the philosophy of John Dewey and G.W. Hegel, seen as an inquiring process which consists of evaluation of the individuals’ own understanding. The idea when focusing on normativity, individuality and learning is not to prescribe how learning must be facilitated but to emphasize the normative aspect which must be taken into account when learning is intended and required. Human intention in terms of aiming and searching for standards of living, it will be argued, is an important element of learning processes and is what gives direction to learning. Normativity in the context of learning will in this paper be defined as how a person evaluates her own understanding and sets implicit or explicit standards for her aims of learning with respect to the role of learning as improving, changing or sustaining way of living. When normativity is to be understood in a learning context standards for ways of living concern what is worthwhile to learn with respect to what is considered meaningful. When looking at learning from the perspective of the learner which is the aim in this paper, the normative aspect of learning is to be found in the interplay between individual and world when the individual in an inquiring process tries to come to terms with the world.
Method
Expected Outcomes
References
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