Learning Is Not Education

Chapter
Part of the Educational Research book series (EDRE, volume 6)

Abstract

Researchers and policymakers speak more often now about ‘learning’ than they do about ‘teaching.’ In this chapter, I explore what is beneficial, and what is concerning, about the shift of focus from the teacher’s perspective to the learner’s perspective. However, a theory of learning is not sufficient to support a wider conception of education, because learning must be enacted to be worthwhile and because the factors that go into shaping when learning is enacted go beyond matters that can be said to have been learnedthemselves. A wider conception of education needs to consider these other factors. This examination has implications for questions of teaching and how to evaluate it, for thinking about learning outcomes and whether and how they can be ‘measured,’ and for the normative elements and judgments that must go into any wider conception of ‘education.’

Keywords

Learn Management System Motivational Element Wide Conception Legitimate Peripheral Participation Disciplinary System 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Burbules, N. C. (2006). Self-educating, communities: Collaboration and learning through the internet. In Z. Bekerman, N. C. Burbules, & D. Silberman-Keller (Eds.), Learning in places: The informal education reader(pp. 273–284). New York: Peter Lang Publishing.Google Scholar
  2. Burbules, N. C. (2008). Tacit teaching. Educational Philosophy and Theory, 40(5), 666–677.CrossRefGoogle Scholar
  3. Burbules, N. C. (2009). Meanings of ubiquitous learning. In B. Cope & M. Kalantzis (Eds.), Ubiquitous learning(pp. 15–20). Urbana, IL: University of Illinois Press.Google Scholar
  4. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.CrossRefGoogle Scholar
  5. Oakeshott, M. (1989). A place of learning. In T. Fuller (Ed.), The voice of liberal learning: Michael Oakeshott and education. New Haven, CT: Yale University Press.Google Scholar
  6. Simons, M., & Masschelein, J. (2008). Governmentalization of learning and the assemblage of a learning apparatus. Educational Theory, 58(4), 391–415.CrossRefGoogle Scholar
  7. Wittgenstein, L. (1953). Philosophische Untersuchungen[Philosophical investigations] (G. E. M. Anscombe, Trans.). Oxford, UK: Basil Blackwell.Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  1. 1.Department of Educational Policy, Organization and LeadershipUniversity of IllinoisUrbana-ChampaignUSA

Personalised recommendations