Through the eyes of the learner
| dc.contributor.author | Roth, Wolff-Michael | en |
| dc.date.accessioned | 2015-11-05T12:35:16Z | |
| dc.date.available | 2015-11-05T12:35:16Z | |
| dc.identifier.uri | https://olympias.lib.uoi.gr/jspui/handle/123456789/5942 | |
| dc.identifier.uri | http://dx.doi.org/10.26268/heal.uoi.9175 | |
| dc.rights | Default License | |
| dc.subject | Learning | en |
| dc.subject | Cognition | en |
| dc.subject | Perception | en |
| dc.subject | Teaching | en |
| dc.subject | Science | en |
| dc.subject | Μάθηση | el |
| dc.subject | Γνώση | el |
| dc.subject | Αντίληψη | el |
| dc.subject | Διδασκαλία | el |
| dc.title | Through the eyes of the learner | en |
| heal.abstract | Learning tends to be theorized, in research and curriculum practice, from the perspective of the known and seen, as is apparent in the idea that learners intentionally “construct” knowledge. We need to ask, however, how students who do not know the learning object (what the teacher wants them to know) can orient towards this unknown, unseen, and therefore unforeseen knowledge. The purpose of this paper is to bring the problematic of this learning paradox into sharp relieve by drawing on empirical examples from my research in a variety of settings. I then exhibit some core aspects of my findings, which, most importantly, highlight (a) the simultaneously active and passive aspects involved in any (perceptual) learning and (b) how the world and the objects it contains becomes independent of perception. I conclude by articulating some of the advantages that come with theorizing learning from the perspective of the learner – i.e., the perspective of the learning object as unknown, unseen, and unheard-of – including the often-forgotten emotional component. | |
| heal.access | free | |
| heal.bibliographicCitation | Βιβλιογραφία: σ. 107-108 | en |
| heal.classification | Γνώση, Θεωρία της | el |
| heal.classification | Μάθηση--Ψυχολογία της | el |
| heal.classification | Επικοινωνία στην εκπαίδευση | el |
| heal.classification | Σχολικής τάξης περιβάλλον | el |
| heal.dateAvailable | 2015-11-05T12:36:17Z | |
| heal.fullTextAvailability | true | |
| heal.generalDescription | Περιέχει φωτογραφίες | el |
| heal.journalName | Επιστημονική επετηρίδα του Παιδαγωγικού Τμήματος Νηπιαγωγών της Σχολής Επιστημών Αγωγής του Πανεπιστημίου Ιωαννίνων; Τόμ. 4 (2011) | el |
| heal.journalType | peer-reviewed | |
| heal.language | en | |
| heal.numberOfPages | σ. 87-108 | el |
| heal.publicationDate | 2011 | |
| heal.publisher | Πανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Νηπιαγωγών | el |
| heal.recordProvider | Πανεπιστήμιο Ιωαννίνων. Βιβλιοθήκη και Κέντρο Πληροφόρησης | el |
| heal.type | journalArticle | |
| heal.type.el | Άρθρο περιοδικού | el |
| heal.type.en | Journal article | en |
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