Abstract
Learning is sometimes rhetorically compared to a kind of growth―a growth of knowledge, a growth of the mind, a growth of ourselves. What seems to be inscribed in the idea of growth used in the context of learning is a kind of change which does not really change something into something else, but in some natural way improves or enlarges that something, still keeping that something within the limits of what it is, within the limits of what has become known, thought, or written about as identity. David Leonard finds the notion of growth crucial for humanist education, and sees in it a drive which as it were motors human self to be a whole, a closed and finished unity: “Human thinking and learning are driven by the growth of the self as a whole, mature, and complete human being, who has a strong character and an ability to make decisions that positively influence others”.
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Kergel, D. et al. (2022). Tadeusz Rachwał―on Learning and Changing. In: Learning in the Digital Age. Diversität und Bildung im digitalen Zeitalter. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-35536-4_7
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