Encyclopedia of Educational Philosophy and Theory

2017 Edition
| Editors: Michael A. Peters

Critical Self-Learning and Organizational Learning: A Popperian Perspective

Reference work entry
DOI: https://doi.org/10.1007/978-981-287-588-4_290

Introduction

People who are interested in teaching and learning are also interested in professional growth and development (Swann 2012). These people, often referred to as “educators,” frequently assume that learning occurs when information is received by the learner (Popper 1994; Swann 2012). Debates about learning center mostly on how information received by the learner is processed. Even constructivists are of the view that learning takes place when the learner is actively constructing meaning from the information received, based on his or her previous experience (Dewey 1938; Vygotsky 1978). If educators assume that learning is a process that begins with the internalization of information received, they are more inclined, then, to discuss learning from a psychological perspective rather than from a philosophical one (Vygotsky 1962).

The intention, here, is not to underplay the importance of psychology when it comes to the factors that affect individual or group learning but, rather,...

This is a preview of subscription content, log in to check access.

References

  1. Bruner, J. (1994). The ‘remembered’ self. In U. Neisser & R. fivush (Eds.). The remembering self: Construction and accuracy in the self narrative (pp. 41–54). Cambridge, UK: Cambridge University Press.Google Scholar
  2. Burgess, T. (2000). The logic of learning and its implications for higher education. Higher Education Review, 32(2), 53–65.Google Scholar
  3. Chitpin, S. (2013). Should Popper’s view of rationality be used for promoting teacher knowledge? Educational Philosophy and Theory, 45(8), 833–844.CrossRefGoogle Scholar
  4. Chitpin, S. (2015). Advancing pedagogy through counter-inductivity. Scholar Practitioner Quarterly, 9(1), 8–23.Google Scholar
  5. Dewey, J. (1938). Experience and education. New York: Macmillan.Google Scholar
  6. Edelman, G. M. (1992). Bright air, brilliant fire: On the matter of the mind. New York: Basic Books.Google Scholar
  7. Gray, J. (2004). Consciousness: Creeping up on the hard problem. Oxford, UK: Oxford University Press. 91320.Google Scholar
  8. Guskey, T. R. (1996). Reporting on student learning: Lessons from the past – Prescriptions for the future. In T. R. Guskey (Ed.), Communicating student learning: 1996 yearbook of the association for supervision and curriculum development (pp. 13–24). Alexandria: ASCD.Google Scholar
  9. Miller, D. (2006). Out of error: Further essays on critical rationalism. Aldershot: Ashgate.Google Scholar
  10. Munz, P. (2001). The progression of values or mankind’s Siberian dilemma. Te Tapuae o Rehua Lecture. New Zealand Historical Association Conference, Christchrch.Google Scholar
  11. Norretranders, T. (1998). The user illusion: Cutting consciousness down to size (trans: Sydenham, J.). London: Penguin Books. First published in Danish in 1991.Google Scholar
  12. O’ Connor, K. (2009). How to grade for learning, K-12. Thousand Oaks: Corwin.Google Scholar
  13. Petersen, A. F. (1988). Why children and young animals play: A new theory of play and its role in problem solving. Monograph of the Royal Danish Academy of Sciences and Letters. Copenhagen. Historisk- filosofiske Meddelelser, 54, 1–57.Google Scholar
  14. Petersen, A. F. (1992). On emergent pre-language and language evolution and transcendent feedback from language production on cognition and emotion in the early man. In J. Wind, B. Chiarelli, & B. Bichakjian (Eds.), Language origin: A multidisciplinary approach (pp. 449–464). Dordrecht: Kluwer.CrossRefGoogle Scholar
  15. Petersen, A. F. (2000). Emergent consciousness considered as a solution to the problem of movement. In R. L. Amoroso, R. Antunes, C. Coelho, M. Farias, A. Leite, & P. Soares (Eds.), Science and the primacy of consciousness: Intimation of a 21st century revolution (pp. 8–16). Orinda: The Noetic Press.Google Scholar
  16. Popper, K. R. (1974). Replies to my critics. In P. A. Schilpp (Ed.), The philosophy of Karl Popper, Book II (pp. 961–1197). Illinois: La Salle, Open Court Publishing.Google Scholar
  17. Popper, K. R. (1979). Objective knowledge: An evolutionary approach. Oxford, UK: Oxford University Press.Google Scholar
  18. Popper, K. R. (1992). In search of a better world: Lectures and essays from thirty years. London: Routledge.Google Scholar
  19. Popper, K. R. (1994). Knowledge and the body mind problem: In defence of interaction. New York: Routledge.Google Scholar
  20. Popper, K. R. (1999). All life is problem solving. London: Routledge.Google Scholar
  21. Popper, K. R., & Eccles, J. C. (1977). The self and its brain: An argument for interactionism. London: Springer International.CrossRefGoogle Scholar
  22. Swann, J. (2012). Learning, teaching and education research in the 21st century: An evolutionary analysis of the role of teachers. New York: Continuum International Publishing Group.Google Scholar
  23. Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.CrossRefGoogle Scholar
  24. Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.Google Scholar

Copyright information

© Springer Science+Business Media Singapore 2017

Authors and Affiliations

  1. 1.University of OttawaOttawaCanada