On learning and unlearning

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Policy Futures in Education Pub Date : 2023-05-20 DOI:10.1177/14782103231176605
M. Papastephanou, Kalli Drousioti
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Abstract

The concept of learning has obtained great popularity in many fields. In common cause with neo-liberal ideology, learning has led to a learnification process that turns social pathologies into individual deficits. Various ways out of this situation have been sought; chief among them is the recruitment of unlearning as a promising negation of learning and of its politics. Educational-philosophical, sociological, decolonial, as well as organizational and policy discourses valorize unlearning for different and often opposing reasons. However, as this article shows, unlearning has already been co-opted and utilized by learning discourses to advance the neo-liberal conception of learning. A further reaction to this usurpation of unlearning has been a tendency to premodify unlearning as ‘critical’ or ‘deep’. The present article critiques these conceptualizations and operationalizations of unlearning and argues for a more complex outlook on learning and unlearning than that which is currently predominant.
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论学习与遗忘
学习的概念在许多领域都很流行。与新自由主义意识形态的共同原因是,学习导致了一个将社会病态转化为个人缺陷的学习过程。人们一直在寻求摆脱这种局面的各种途径;其中最主要的是将遗忘作为对学习及其政治的一种有希望的否定。出于不同且往往相反的原因,教育哲学、社会学、非殖民化以及组织和政策话语都重视遗忘。然而,正如本文所表明的,遗忘已经被学习话语所吸收和利用,以推进新自由主义的学习观。对这种对遗忘的篡夺的进一步反应是,有一种将遗忘预先定义为“批判性”或“深度”的倾向。本文批评了遗忘的这些概念化和操作化,并主张对学习和遗忘的看法比目前主流的看法更为复杂。
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来源期刊
Policy Futures in Education
Policy Futures in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
13.30%
发文量
76
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