Learning and Mind: A Response to Selman

Authors

  • Stephen Brookfield Teachers College, Columbia University, New York

DOI:

https://doi.org/10.56105/cjsae.v3i1.2355

Abstract

This paper responds to Mark Selman's analysis of my work which appeared in the Vol. II, No. 2 (November 1988) issue of this journal. Selman states that I propose an overly psychologized conception of learning, which is representative of some mainstream ideas in adult education. I respond that Selman has misinterpreted my work by confusing my summary of one perspective on learning (Verner and Little's) with my own ideas. I provide selected excerpts from Understanding and Facilitating Adult Learning (1986) in which I argue for a more transactional, interactive, sociological conceptualization of learning.

Résumé

Je réponds à l'analyse que Mark Selman a fait de mes travaux, et qui a été publiée dans le numéro 2, volume 2, (novembre 1988) de cette revue. Selman affirme que je propose une conception beaucoup trop psychologisante de l'apprentissage, ce qui représenterait une des tendances en éducation des adultes. A cela, je réponds que Selman a mal interprété mes travaux; il a confondu mon résumé d'une des perspectives de l'apprentissage (celle de Verner et Little) avec mes propres idées. Je soumets des extraits de Understanding and Facilitating Adult Learning (1986) dans lesquels je plaide pour une conceptualisation de l'apprentissage qui soit plus transactionelle, interactive et sociale.

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Published

1989-05-01

How to Cite

Brookfield, S. (1989). Learning and Mind: A Response to Selman. Canadian Journal for the Study of Adult Education, 3(1), 64–69. https://doi.org/10.56105/cjsae.v3i1.2355

Issue

Vol. 3 No. 1 (1989)

Section

Perspectives

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