How we learn: learning and non-learning in school and beyond
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
London [u.a.]
Routledge
2007
|
| Subjects: | |
| Online Access: | Table of contents only Inhaltsverzeichnis |
| Item Description: | Includes bibliographical references and index |
| Physical Description: | XIII, 289 S. graph. Darst. |
| ISBN: | 9780415438469 9780415438476 9780203939895 0415438462 0415438470 0203939891 |
Staff View
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| 245 | 1 | 0 | |a How we learn |b learning and non-learning in school and beyond |c Knud Illeris |
| 264 | 1 | |a London [u.a.] |b Routledge |c 2007 | |
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| 500 | |a Includes bibliographical references and index | ||
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| 650 | 4 | |a Apprentissage, Psychologie de l' | |
| 650 | 4 | |a Learning, Psychology of | |
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Record in the Search Index
| _version_ | 1804137131160895488 |
|---|---|
| adam_text | Contents
List of figures
ix
Foreword
xi
1
Introduction
1
1.
1 What is learning?
1
1.2
A definition of learning
2
1.3
The structure of the book
4
1.4
Summary
5
2
The basis of the understanding of learning
6
2.1
The various sources of the understanding of learning
6
2.2
Learning and psychology
7
2.3
Learning, biology and the body
8
2.4
Learning and brain functions
12
2.5
Unconscious learning and tacit knowledge
17
2.6
Learning and society
19
2.7
Summary
21
3
The processes and dimensions of learning
22
3.1
The interaction and acquisition processes
22
3.2
The three dimensions of learning
25
3.3
Summary
28
4
Different types of learning
30
4.
1 Learning typologies
30
4.2
Piaget
s
understanding of learning
34
4.3
Cumulative learning
38
vi
Contents
4.4
Assimilative
learning
39
4.5
Accomodative
learning
41
4.6
Transformative
learning
44
4.7
Connections and
transfer
potentials
47
4.8
Summary
49
5
The content dimension of learning
51
5.1
Different types of learning content
51
5.2
Koïb s
learning cycle
53
5.3
From activity theory to cultural psychology
57
5.4
Adult education, transformation and critical thinking
62
5.5
Reflection and meta-learning
65
5.6
Reflexivity
and biographicity: the self as learning
content
69
5.7
Summary
73
6
The incentive dimension of learning
75
6.1
The divided totality
75
6.2
Freud s understanding of drives
76
6.3
Structures of content and patterns of incentives
78
6.4
Emotional intelligence
83
6.5
Heron s theory of feeling and personhood
85
6.6
Emotion, motivation, volition and attitudes
88
6.7
Motivation through disturbances and conflicts
91
6.8
Motivation
problems in modernity
93
6.9
Summary
95
7
The interaction dimension of learning
96
7. /
Situated learning
96
7.2
Forms of interaction
100
7.3
The social embeddedness of learning
101
7.4
Critical theory and socialisation
104
7.5
The heritage of the cultural historical tradition
107
7.6
Communities of practice
110
7.7
Politically oriented approaches
113
7.8
Social constructionism and postmodernism
116
7.9
Collective learning, collaborative learning and mass
psychology
119
7.10
Summary
122
Contents
vii
8
Learning as whole
124
8.1
Across the dimensions
124
8.2
Learning and experience
125
8.3
Personal development
132
8.4
Competence
134
8.5
Learning and identity
137
8.6
Holistic learning theories
143
8.7
Learning models and courses of learning
149
8.8
Summary
156
9
Barriers to learning
157
9.1
When the intended learning does not occur
157
9.2
Mislearning
158
9.3
Defence against learning
160
9.4
Ambivalence
167
9.5
Resistance to learning
169
9.6
Summary
174
10
Learning, dispositions and preconditions
176
10.1
Heredity, environment and dispositions
176
10.2
Intelligence, abilities and smartness
179
10.3
Learning style
184
10.4
Learning and gender
187
10.5
Social background and ethnicity
194
10.6
Summary
196
11
Learning and life course
197
11.1 Lifespan
psychology
197
11.2
Children want to capture their world
199
11.3
Young people want to construct their identities
201
11.4
Adults pursue their life goals
205
11.5
Mature adults seek meaning and harmony
210
11.6
Learning through the life ages
211
11.7
Summary
213
12
Learning in different learning spaces
214
12.1
Learning spaces
214
12.2
Everyday learning
215
viii Contents
12.3
School
learning and educational learning
216
12.4
Learning in working life
221
12.5
Net-based learning
227
12.6
Leisure time interests and grassroots activity
229
12.7
Transversal learning and alternating education
230
12.8
Summary
232
13
Learning, education and society
234
13.1
Four misunderstandings about learning and education
234
13.2
Participation in organised learning
238
13.3
Learning and curriculum
241
13.4
Learning content and forms of activity
243
13.5
Learning, direction and participation
245
13.6
Content, direction, forms of knowledge and patterns of
work
247
13.7
Learning and current educational policy
249
13.8
Summary
252
14
Overview
253
14.1
Summary of the learning theory developed
253
14.2
Positions in the tension field of learning
256
14.3
Conclusion and perspective
260
References
262
Index
281
|
| adam_txt |
Contents
List of figures
ix
Foreword
xi
1
Introduction
1
1.
1 What is learning?
1
1.2
A definition of learning
2
1.3
The structure of the book
4
1.4
Summary
5
2
The basis of the understanding of learning
6
2.1
The various sources of the understanding of learning
6
2.2
Learning and psychology
7
2.3
Learning, biology and the body
8
2.4
Learning and brain functions
12
2.5
Unconscious learning and tacit knowledge
17
2.6
Learning and society
19
2.7
Summary
21
3
The processes and dimensions of learning
22
3.1
The interaction and acquisition processes
22
3.2
The three dimensions of learning
25
3.3
Summary
28
4
Different types of learning
30
4.
1 Learning typologies
30
4.2
Piaget'
s
understanding of learning
34
4.3
Cumulative learning
38
vi
Contents
4.4
Assimilative
learning
39
4.5
Accomodative
learning
41
4.6
Transformative
learning
44
4.7
Connections and
transfer
potentials
47
4.8
Summary
49
5
The content dimension of learning
51
5.1
Different types of learning content
51
5.2
Koïb 's
learning cycle
53
5.3
From activity theory to cultural psychology
57
5.4
Adult education, transformation and critical thinking
62
5.5
Reflection and meta-learning
65
5.6
Reflexivity
and biographicity: the self as learning
content
69
5.7
Summary
73
6
The incentive dimension of learning
75
6.1
The divided totality
75
6.2
Freud's understanding of drives
76
6.3
Structures of content and patterns of incentives
78
6.4
Emotional intelligence
83
6.5
Heron's theory of feeling and personhood
85
6.6
Emotion, motivation, volition and attitudes
88
6.7
Motivation through disturbances and conflicts
91
6.8
Motivation
problems in modernity
93
6.9
Summary
95
7
The interaction dimension of learning
96
7. /
Situated learning
96
7.2
Forms of interaction
100
7.3
The social embeddedness of learning
101
7.4
Critical theory and socialisation
104
7.5
The heritage of the cultural historical tradition
107
7.6
Communities of practice
110
7.7
Politically oriented approaches
113
7.8
Social constructionism and postmodernism
116
7.9
Collective learning, collaborative learning and mass
psychology
119
7.10
Summary
122
Contents
vii
8
Learning as whole
124
8.1
Across the dimensions
124
8.2
Learning and experience
125
8.3
Personal development
132
8.4
Competence
134
8.5
Learning and identity
137
8.6
Holistic learning theories
143
8.7
Learning models and courses of learning
149
8.8
Summary
156
9
Barriers to learning
157
9.1
When the intended learning does not occur
157
9.2
Mislearning
158
9.3
Defence against learning
160
9.4
Ambivalence
167
9.5
Resistance to learning
169
9.6
Summary
174
10
Learning, dispositions and preconditions
176
10.1
Heredity, environment and dispositions
176
10.2
Intelligence, abilities and smartness
179
10.3
Learning style
184
10.4
Learning and gender
187
10.5
Social background and ethnicity
194
10.6
Summary
196
11
Learning and life course
197
11.1 Lifespan
psychology
197
11.2
Children want to capture their world
199
11.3
Young people want to construct their identities
201
11.4
Adults pursue their life goals
205
11.5
Mature adults seek meaning and harmony
210
11.6
Learning through the life ages
211
11.7
Summary
213
12
Learning in different learning spaces
214
12.1
Learning spaces
214
12.2
Everyday learning
215
viii Contents
12.3
School
learning and educational learning
216
12.4
Learning in working life
221
12.5
Net-based learning
227
12.6
Leisure time interests and grassroots activity
229
12.7
Transversal learning and alternating education
230
12.8
Summary
232
13
Learning, education and society
234
13.1
Four misunderstandings about learning and education
234
13.2
Participation in organised learning
238
13.3
Learning and curriculum
241
13.4
Learning content and forms of activity
243
13.5
Learning, direction and participation
245
13.6
Content, direction, forms of knowledge and patterns of
work
247
13.7
Learning and current educational policy
249
13.8
Summary
252
14
Overview
253
14.1
Summary of the learning theory developed
253
14.2
Positions in the tension field of learning
256
14.3
Conclusion and perspective
260
References
262
Index
281 |
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| discipline | Allgemeines Pädagogik Psychologie |
| discipline_str_mv | Allgemeines Pädagogik Psychologie |
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| genre | 1\p (DE-588)4123623-3 Lehrbuch gnd-content |
| genre_facet | Lehrbuch |
| id | DE-604.BV022871867 |
| illustrated | Illustrated |
| index_date | 2024-07-02T18:47:31Z |
| indexdate | 2024-07-09T21:07:25Z |
| institution | BVB |
| isbn | 9780415438469 9780415438476 9780203939895 0415438462 0415438470 0203939891 |
| language | English |
| lccn | 2007008400 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016076951 |
| oclc_num | 228497172 |
| open_access_boolean | |
| owner | DE-29 DE-29T DE-355 DE-BY-UBR DE-11 DE-91 DE-BY-TUM DE-706 |
| owner_facet | DE-29 DE-29T DE-355 DE-BY-UBR DE-11 DE-91 DE-BY-TUM DE-706 |
| physical | XIII, 289 S. graph. Darst. |
| publishDate | 2007 |
| publishDateSearch | 2007 |
| publishDateSort | 2007 |
| publisher | Routledge |
| record_format | marc |
| spelling | Illeris, Knud Verfasser (DE-588)142655988 aut Laering How we learn learning and non-learning in school and beyond Knud Illeris London [u.a.] Routledge 2007 XIII, 289 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Apprentissage cognitif Apprentissage social Apprentissage, Psychologie de l' Learning, Psychology of Cognitive learning Social learning Lerntechnik (DE-588)4074168-0 gnd rswk-swf Lerntheorie (DE-588)4114402-8 gnd rswk-swf Emotionales Lernen (DE-588)4152088-9 gnd rswk-swf Lernpsychologie (DE-588)4074166-7 gnd rswk-swf Soziales Lernen (DE-588)4055760-1 gnd rswk-swf Kognitives Lernen (DE-588)4164479-7 gnd rswk-swf Unterrichtsforschung (DE-588)4135175-7 gnd rswk-swf 1\p (DE-588)4123623-3 Lehrbuch gnd-content Lernpsychologie (DE-588)4074166-7 s DE-604 Soziales Lernen (DE-588)4055760-1 s Lerntheorie (DE-588)4114402-8 s 2\p DE-604 Lerntechnik (DE-588)4074168-0 s 3\p DE-604 Kognitives Lernen (DE-588)4164479-7 s 4\p DE-604 Emotionales Lernen (DE-588)4152088-9 s 5\p DE-604 Unterrichtsforschung (DE-588)4135175-7 s 6\p DE-604 http://www.loc.gov/catdir/toc/ecip0712/2007008400.html Table of contents only Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016076951&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 3\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 4\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 5\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 6\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Illeris, Knud How we learn learning and non-learning in school and beyond Apprentissage cognitif Apprentissage social Apprentissage, Psychologie de l' Learning, Psychology of Cognitive learning Social learning Lerntechnik (DE-588)4074168-0 gnd Lerntheorie (DE-588)4114402-8 gnd Emotionales Lernen (DE-588)4152088-9 gnd Lernpsychologie (DE-588)4074166-7 gnd Soziales Lernen (DE-588)4055760-1 gnd Kognitives Lernen (DE-588)4164479-7 gnd Unterrichtsforschung (DE-588)4135175-7 gnd |
| subject_GND | (DE-588)4074168-0 (DE-588)4114402-8 (DE-588)4152088-9 (DE-588)4074166-7 (DE-588)4055760-1 (DE-588)4164479-7 (DE-588)4135175-7 (DE-588)4123623-3 |
| title | How we learn learning and non-learning in school and beyond |
| title_alt | Laering |
| title_auth | How we learn learning and non-learning in school and beyond |
| title_exact_search | How we learn learning and non-learning in school and beyond |
| title_exact_search_txtP | How we learn learning and non-learning in school and beyond |
| title_full | How we learn learning and non-learning in school and beyond Knud Illeris |
| title_fullStr | How we learn learning and non-learning in school and beyond Knud Illeris |
| title_full_unstemmed | How we learn learning and non-learning in school and beyond Knud Illeris |
| title_short | How we learn |
| title_sort | how we learn learning and non learning in school and beyond |
| title_sub | learning and non-learning in school and beyond |
| topic | Apprentissage cognitif Apprentissage social Apprentissage, Psychologie de l' Learning, Psychology of Cognitive learning Social learning Lerntechnik (DE-588)4074168-0 gnd Lerntheorie (DE-588)4114402-8 gnd Emotionales Lernen (DE-588)4152088-9 gnd Lernpsychologie (DE-588)4074166-7 gnd Soziales Lernen (DE-588)4055760-1 gnd Kognitives Lernen (DE-588)4164479-7 gnd Unterrichtsforschung (DE-588)4135175-7 gnd |
| topic_facet | Apprentissage cognitif Apprentissage social Apprentissage, Psychologie de l' Learning, Psychology of Cognitive learning Social learning Lerntechnik Lerntheorie Emotionales Lernen Lernpsychologie Soziales Lernen Kognitives Lernen Unterrichtsforschung Lehrbuch |
| url | http://www.loc.gov/catdir/toc/ecip0712/2007008400.html http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016076951&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT illerisknud laering AT illerisknud howwelearnlearningandnonlearninginschoolandbeyond |