Naslov
Learning to learn: an epistemological paradox in education

Autori
Žarnić, Berislav

Izvornik
Synthesis philosophica (0352-7875) 16 (2001); 355-32

Vrsta, podvrsta i kategorija rada
Radovi u časopisima, članak, znanstveni

Ključne riječi
educational aims; learning theory; computability

Sažetak
In the article the author explores influence of views of knowledge on the choice of educational aims. Having drawn the distinction between knowledge-state and knowledge process, the author shows that relevant philosophical and meta-theoretical results have given support to the notion of knowledge-process. Educational impact of that notion has been shown in defining of the educational aims in terms of skills development. The ability to learn is recognized as central skill. Examination of knowledge process shows that upgrading the relevance of the knowledge requires a step that cannot be decomposed into an algorithm. The antinomy arises: it is philosophically sound to choose the development of the learning ability as the central goal of the intellectual education, and there are no effective means for achieving the goal. Stronger inclusion of philosophical education has been advocated: it is needed both in education directed towards the development of the cognitive and meta-cognitive skills, and in professional preparation of the teachers.

Izvorni jezik
Engleski

Znanstvena područja
Filozofija

POVEZANOST RADA