The two-faced process of learning and the importance of Janus-faced solutions

IF 3.6 1区 心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH npj Science of Learning Pub Date : 2023-12-14 DOI:10.1038/s41539-023-00210-w
Robin Samuelsson
{"title":"The two-faced process of learning and the importance of Janus-faced solutions","authors":"Robin Samuelsson","doi":"10.1038/s41539-023-00210-w","DOIUrl":null,"url":null,"abstract":"Significant developments have been made to our understanding of how children learn, putting essential pieces to the puzzle of what it means to be human. Theories of learning are, however, headed in diverging directions, and this perspective paper argues that this dispersion can recapitulate recurring schisms in developmental and learning sciences about learning as a predominantly individually constructed or socially transferred process. It is argued that this opposition is unnecessary and that an encompassing understanding of learning should consider both directions. This conciliatory approach considers how humans learn from others and what is known while exploring new solutions. This is important for understanding learning in childhood, seeing learning as a simultaneously individual and social process where humans actively explore and exploit knowledge about the world around them. Framing learning by the metaphor of a Janus face, looking back at what is known while exploring new knowledge, becomes illuminating for understanding learning and provides an essential background for designing educational practices based on active learning.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":null,"pages":null},"PeriodicalIF":3.6000,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"npj Science of Learning","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1038/s41539-023-00210-w","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

Significant developments have been made to our understanding of how children learn, putting essential pieces to the puzzle of what it means to be human. Theories of learning are, however, headed in diverging directions, and this perspective paper argues that this dispersion can recapitulate recurring schisms in developmental and learning sciences about learning as a predominantly individually constructed or socially transferred process. It is argued that this opposition is unnecessary and that an encompassing understanding of learning should consider both directions. This conciliatory approach considers how humans learn from others and what is known while exploring new solutions. This is important for understanding learning in childhood, seeing learning as a simultaneously individual and social process where humans actively explore and exploit knowledge about the world around them. Framing learning by the metaphor of a Janus face, looking back at what is known while exploring new knowledge, becomes illuminating for understanding learning and provides an essential background for designing educational practices based on active learning.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
双面学习过程和扬努斯面解决方案的重要性
我们在了解儿童如何学习方面取得了重大进展,为人类的意义拼图添上了重要的一笔。然而,学习理论的发展方向却不尽相同,本视角论文认为,这种分歧可以再现发展科学和学习科学中反复出现的分裂,即学习主要是个体建构的过程,还是社会转移的过程。本文认为,这种对立是不必要的,对学习的全面理解应同时考虑这两个方向。这种调和方法考虑了人类如何在探索新解决方案的同时向他人和已知事物学习。这对于理解童年期的学习非常重要,它将学习视为一个同时具有个体性和社会性的过程,在这一过程中,人类积极探索和利用周围世界的知识。用 "雅努斯之脸 "的比喻来界定学习,即在探索新知识的同时回顾已知的知识,对于理解学习具有启发性,并为设计基于主动学习的教育实践提供了重要背景。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
CiteScore
5.40
自引率
7.10%
发文量
29
期刊最新文献
Targeted memory reactivation with sleep disruption does not weaken week-old memories. A transient memory lapse in humans 1-3 h after training. Sex differences in motivational biases over instrumental actions. Evaluating large language models in analysing classroom dialogue. A systematic review of observational practice for adaptation of reaching movements.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1