A general theory of objects and object-relations
This is a philosophical work that develops a general theory of ontological objects and object-relations. It does this by examining concepts as acquired dispositions, and then focuses on perhaps the most important of these: the concept of learning. This concept is important because everything that we know and do in the world is predicated on a prior act of learning.
concept can have many meanings and can be used in a number of different ways,
and this creates difficulty when considering the nature of objects and the
relationships between them. To enable this, David Scott answers a series of
questions about concepts in general and the concept of learning in particular.
Some of these questions are: What is learning? What different meanings can be
given to the notion of learning? How does the concept of learning relate to
other concepts, such as innatism, development and progression?
The book offers a counter-argument to empiricist conceptions of learning, to the propagation of simple messages about learning, knowledge, curriculum and assessment, and to the denial that values are central to understanding how we live. It argues that values permeate everything: our descriptions of the world, the attempts we make at creating better futures and our relations with other people.
Praise for On Learning
'Provides a nuanced and layered understanding of the complex concept and practice of learning to students and researchers.'
David Scott is Emeritus Professor of Curriculum, Pedagogy and Assessment at the UCL Institute of Education.
Part One: The general theory
1. Introduction – learning as a concept and as a practice
2. Transcendental knowledge
3. Judgements and criteria
4. Object-relations – research into learning
5. Values and learning theories
7. Knowledge dualities
8. Institutional/systemic power
9. Identity and consciousness
10. The general theory
Part Two: Learning as a concept and a practice
11. Philosophies of learning
12. Learning theories and models
13. Technology, artificial intelligence and learning
14. Literacy and numeracy
15. Dispositions – innateness and essentialism
16. Progression and Learning
17. Pedagogy as reflection and Imagination
18. Curriculum and assessment
19. A history, archaeology and genealogy of learning
20. Time and learning
21. Spatial relations
22. A conclusion – learning as a disposition
Size: 234 × 156 mm
Copyright: © 2021
Publication: May 20, 2021