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摘要
"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."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved
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Epistemological questions, according to Gill (Mediated Transcendence: A Postmodern Reflection, 1989; Merleau-Ponty and Metaphor, 1991) are at the heart of educational theory and practice. This philosophical (concept clarification) study attempts to understand the relationships among the learner, the learned, and learning (or the knower, the known, and knowing). The three parts of the book each begin by "gaining perspective" from Whitehead, Dewey, Friere, and Carl Rogers; use the metaphor/concept of "dance" to explain matters of knowing; and suggest "practical procedures and programs" for teaching and learning. Like dancing, knowing is a "coming together" of two parties, the knower and the environment. Though his own view seems to be close to Dewey, Gill criticizes Dewey (and the other thinkers) for assuming an independence between the knower and the known and for placing the teacher "outside of and in control of" the learning context. This does not seem to interpret Dewey accurately, and it is surprising that Gill does not examine Dewey's Knowing and the Known (1949). An Appendix gives a syllabus for Gill's "own philosophy of education." The whole book appears to tout Gill's own "radical vision;" nevertheless, the discussion is worthwhile and instructive. Graduate students; faculty; professionals. R. R. Sherman; University of Florida