Putting Learning in Its Place

Publisher:
Philosophy of Education Society of Great Britain
Publication Type:
Conference Proceeding
Citation:
41st Annual Conference of the Philosophy of Education Society of Great Britain, 2007, pp. 1 - 11
Issue Date:
2007-01
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Educational policy, over the last twenty years or so, has been dominated increasingly by the economic turn, too often, seemingly, to the detriment of educational values. This paper argues that common, but erroneous, assumptions about learning have helped to smooth the way for the ongoing dominance of the economic turn in educational policy. These common, but questionable, assumptions about learning will be shown to centre on viewing it as something (some thing) that is located inside of learners. This view of learning will be criticised and rejected. An alternative understanding of learning as a complex relational web that is an ongoing process of change will be proposed. Although this is a less simple conception of learning than common sense intuitions might favour, this paper maintains that any productive rethinking of educational policy will require a more sophisticated, timely and accurate understanding of learning.
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