How we learn : learning and non-learning in school and beyond /
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| Author / Creator: | Illeris, Knud. |
|---|---|
| Edition: | English ed. |
| Imprint: | London ; New York : Routledge, 2007. |
| Description: | xiii, 289 p. : ill. ; 24 cm. |
| Language: | English |
| Subject: | |
| Format: | Print Book |
| URL for this record: | http://pi.lib.uchicago.edu/1001/cat/bib/6647248 |
Table of Contents:
- List of figures
- Foreword
- 1. Introduction
- 1.1. What is learning?
- 1.2. A definition of learning
- 1.3. The structure of the book
- 1.4. Summary
- 2. The basis of the understanding of learning
- 2.1. The various sources of the understanding of learning
- 2.2. Learning and psychology
- 2.3. Learning, biology and the body
- 2.4. Learning and brain functions
- 2.5. Unconscious learning and tacit knowledge
- 2.6. Learning and society
- 2.7. Summary
- 3. The processes and dimensions of learning
- 3.1. The interaction and acquisition processes
- 3.2. The three dimensions of learning
- 3.3. Summary
- 4. Different types of learning
- 4.1. Learning typologies
- 4.2. Piaget's understanding of learning
- 4.3. Cumulative learning
- 4.4. Assimilative learning
- 4.5. Accomodative learning
- 4.6. Transformative learning
- 4.7. Connections and transfer potentials
- 4.8. Summary
- 5. The content dimension of learning
- 5.1. Different types of learning content
- 5.2. Kolb's learning cycle
- 5.3. From activity theory to cultural psychology
- 5.4. Adult education, transformation and critical thinking
- 5.5. Reflection and meta-learning
- 5.6. Reflexivity and biographicity: the self as learning content
- 5.7. Summary
- 6. The incentive dimension of learning
- 6.1. The divided totality
- 6.2. Freud's understanding of drives
- 6.3. Structures of content and patterns of incentives
- 6.4. Emotional intelligence
- 6.5. Heron's theory of feeling and personhood
- 6.6. Emotion, motivation, volition and attitudes
- 6.7. Motivation through disturbances and conflicts
- 6.8. Motivation problems in modernity
- 6.9. Summary
- 7. The interaction dimension of learning
- 7.1. Situated learning
- 7.2. Forms of interaction
- 7.3. The social embeddedness of learning
- 7.4. Critical theory and socialisation
- 7.5. The heritage of the cultural historical tradition
- 7.6. Communities of practice
- 7.7. Politically oriented approaches
- 7.8. Social constructionism and postmodernism
- 7.9. Collective learning, collaborative learning and mass psychology
- 7.10. Summary
- 8. Learning as whole
- 8.1. Across the dimensions
- 8.2. Learning and experience
- 8.3. Personal development
- 8.4. Competence
- 8.5. Learning and identity
- 8.6. Holistic learning theories
- 8.7. Learning models and courses of learning
- 8.8. Summary
- 9. Barriers to learning
- 9.1. When the intended learning does not occur
- 9.2. Mislearning
- 9.3. Defence against learning
- 9.4. Ambivalence
- 9.5. Resistance to learning
- 9.6. Summary
- 10. Learning, dispositions and preconditions
- 10.1. Heredity, environment and dispositions
- 10.2. Intelligence, abilities and smartness
- 10.3. Learning style
- 10.4. Learning and gender
- 10.5. Social background and ethnicity
- 10.6. Summary
- 11. Learning and life course
- 11.1. Lifespan psychology
- 11.2. Children want to capture their world
- 11.3. Young people want to construct their identities
- 11.4. Adults pursue their life goals
- 11.5. Mature adults seek meaning and harmony
- 11.6. Learning through the life ages
- 11.7. Summary
- 12. Learning in different learning spaces
- 12.1. Learning spaces
- 12.2. Everyday learning
- 12.3. School learning and educational learning
- 12.4. Learning in working life
- 12.5. Net-based learning
- 12.6. Leisure time interests and grassroots activity
- 12.7. Transversal learning and alternating education
- 12.8. Summary
- 13. Learning, education and society
- 13.1. Four misunderstandings about learning and education
- 13.2. Participation in organised learning
- 13.3. Learning and curriculum
- 13.4. Learning content and forms of activity
- 13.5. Learning, direction and participation
- 13.6. Content, direction, forms of knowledge and patterns of work
- 13.7. Learning and current educational policy
- 13.8. Summary
- 14. Overview
- 14.1. Summary of the learning theory developed
- 14.2. Positions in the tension field of learning
- 14.3. Conclusion and perspective
- References
- Index
