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摘要
摘要
Learning is a lifelong process and we are the result of our own learning. But how exactly do we learn to be a person through living? In this book, Peter Jarvis draws together all the aspects of becoming a person into the framework of learning. Considering the ongoing, "nature versus nurture" debate over how we become people, Jarvis's study of nurture - what learning is primarily about - builds on a detailed recognition of our genetic inheritance and evolutionary reality. It demonstrates the ways in which we become social human beings: internalising, accommodating and rejecting the culture to which we are exposed (both primarily and through electronic mediation) while growing and developing as human beings and people.
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As learning theory moves away from traditional, single-discipline approaches it is possible to place the person at the centre of all thinking about learning, by emphasising a multi-disciplinary approach. This wide-ranging study draws on established research from a number of disciplines into the complexities that make us who we are. It will appeal to a wide variety of audiences: those involved in all fields of education, the study of learning and development, human resource development, psychology, theology and the caring professions.
目录
Preface | p. xi |
Section I Laying the foundations | p. 1 |
1 A person in society | p. 3 |
Part 1 The concept of the person | p. 3 |
Part 2 The concept of society | p. 7 |
Part 3 The person in society | p. 11 |
Conclusion | p. 18 |
2 Learning in society | p. 19 |
Part 1 The influence of the wider society | p. 19 |
Part 2 Learning | p. 24 |
Conclusion | p. 31 |
3 Learning in early childhood | p. 32 |
Part 1 The primacy of relationship | p. 32 |
Part 2 Learning and the senses | p. 38 |
Part 3 Learning in play | p. 41 |
Part 4 Learning language | p. 43 |
Part 5 Socialisation | p. 44 |
Concluding discussion | p. 47 |
4 Practical living | p. 48 |
Part 1 Action | p. 48 |
Part 2 The situation | p. 51 |
Conclusion | p. 54 |
5 Experience | p. 55 |
Part 1 Experience as consciousness | p. 58 |
Part 2 Experience as biography | p. 61 |
Part 3 Experience as episodelevent | p. 63 |
Part 4 Experience as expertise | p. 65 |
Concluding discussion | p. 66 |
6 Meaning | p. 69 |
Part 1 Cultural meaning | p. 70 |
Part 2 Personal and subjective meaning | p. 74 |
Part 3 Meaning and learning | p. 76 |
Conclusion | p. 77 |
Section II Processes of learning | p. 79 |
7 Experiencing | p. 81 |
Part 1 In time | p. 82 |
Part 2 Space | p. 85 |
Part 3 Experiencing ourselves | p. 88 |
Conclusion | p. 89 |
8 Perceiving | p. 90 |
Part 1 Perception and the body | p. 91 |
Part 2 Factors that affect our perception | p. 93 |
Conclusion | p. 99 |
9 Thinking | p. 101 |
Part 1 Non-reflective thought | p. 102 |
Part 2 Reflective thought | p. 104 |
Part 3 Cognitive development | p. 106 |
Part 4 Styles of thinking | p. 108 |
Part 5 Ways of reasoning | p. 109 |
Part 6 Ways of knowing | p. 110 |
Conclusion | p. 112 |
10 Knowing | p. 113 |
Part 1 Knowing and personal knowledge | p. 113 |
Part 2 Narrative knowing | p. 116 |
Part 3 Women's way of knowing | p. 118 |
Part 4 Knowing ourselves | p. 120 |
Part 5 Learning and knowing | p. 121 |
Conclusion | p. 122 |
11 Believing | p. 123 |
Part 1 Believing, meaning and truth | p. 123 |
Part 2 Towards an understanding of religious and theological interpretation | p. 125 |
Part 3 Faith development | p. 130 |
Part 4 Spiritual dimensions of human learning | p. 133 |
Conclusion | p. 136 |
12 Feeling - emotions | p. 137 |
Part 1 The concept of emotion | p. 137 |
Part 2 Emotions within the human being | p. 139 |
Part 3 Emotions and experience | p. 141 |
Part 4 Emotions and learning | p. 142 |
Part 5 Learning to control our emotions | p. 143 |
Conclusion | p. 144 |
13 Doing | p. 146 |
Part 1 Practical living | p. 146 |
Part 2 Learning to be an expert | p. 150 |
Part 3 Skills learning | p. 151 |
Part 4 Tacit knowledge | p. 152 |
Part 5 Creative doing | p. 154 |
Conclusion | p. 155 |
14 Interacting | p. 156 |
Part 1 Externalising | p. 157 |
Part 2 Internalising | p. 161 |
Conclusion | p. 163 |
15 Valuing | p. 164 |
Part 1 Pre-cognitive and pre-conscious learning of universal value | p. 165 |
Part 2 Learning moral goodness | p. 166 |
Part 3 The stages of moral development | p. 171 |
Part 4 Private values and public standards | p. 172 |
Conclusion | p. 175 |
16 Positioning | p. 176 |
Part 1 Attitudes | p. 176 |
Part 2 Intelligence | p. 180 |
Part 3 Motivation | p. 181 |
Conclusion | p. 183 |
Section III Being and becoming | p. 185 |
17 Becoming | p. 187 |
Part 1 The life cycle and ageing | p. 188 |
Part 2 Life transitions | p. 191 |
Part 3 Life history and learning from our lives | p. 193 |
Part 4 Achieving our human potential | p. 195 |
Conclusion | p. 197 |
18 Being | p. 198 |
Part 1 The emergence of individual self-identity | p. 200 |
Part 2 Towards social identity | p. 202 |
Part 3 Personality | p. 204 |
Part 4 On being a person in society | p. 206 |
Conclusion | p. 207 |
References | p. 209 |
Index | p. 219 |