Learning and Philosophy of Mind

Authors

  • Mark Selman Simon Fraser University

DOI:

https://doi.org/10.56105/cjsae.v2i2.2362

Abstract

This paper is an argument in favor of a revised conception of learning in the field of adult education. It suggests that prevailing conceptions in the field refer to learning as a type of internal event or process, without any clear idea about what this implies. It is suggested that such a conception is based on theories of mind which are no longer found to be convincing. An alternative conception is proposed, one which emphasizes the social nature of learning. The paper concludes with some remarks about the effect that the adoption of such a conception would have on theory in the field of adult education.

Résumé

Cet article propose un nouveau point de vue de l'apprentissage dans le domaine de l'éducation des adultes. Il suggère que les conceptions courantes dans ce domaine parlent de l'apprentissage en tant que processes ou événement interne sans que les implications de ce processus soient spécifiées. Il propose qu'une telle conception est basée sur des théories de l'esprit qui ne sont pas tout à fait convaincantes. Une conception nouvelle est proposée qui souligne la nature sociale de l'apprentissage. L'article se tennine par quelques remarques sur l'effet qu'aurait l'adoption d'une telle conception sur les théories dans le domaine de l'éducation des adultes.

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Published

1988-11-01

How to Cite

Selman, M. (1988). Learning and Philosophy of Mind. Canadian Journal for the Study of Adult Education, 2(2), 28–42. https://doi.org/10.56105/cjsae.v2i2.2362

Issue

Vol. 2 No. 2 (1988)

Section

Articles

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