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Chapter Two 12

Learning is a complex concept that encompasses memorization, skill acquisition, and the understanding of abstract meanings, influenced by cultural and social contexts. The philosophy of education raises critical questions about the purpose of learning, the nature of worthwhile knowledge, and the accessibility of knowledge to different learners. Modern educational systems face limitations such as restrictive curricula and assessment procedures, which can impact the teaching and learning process.

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17 views1 page

Chapter Two 12

Learning is a complex concept that encompasses memorization, skill acquisition, and the understanding of abstract meanings, influenced by cultural and social contexts. The philosophy of education raises critical questions about the purpose of learning, the nature of worthwhile knowledge, and the accessibility of knowledge to different learners. Modern educational systems face limitations such as restrictive curricula and assessment procedures, which can impact the teaching and learning process.

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12 Chapter Two

well as an increased understanding of reality. Alternatively, it may be


limited to the meaning of memorising or storing information that can be
reproduced. It can also be seen as the acquisition of skills and methods that
can be grasped and then used when necessary in practical contexts. On the
other hand, learning may also mean simply making sense of abstract
meaning, relating parts of the subject matter to each other and to the real
world of experience.
From an overall educational point of view, what is considered
‘learning’ is certainly contingent on cultural, social, and various other
constellations. One may wonder whether learning always serves a good
purpose, for instance in cases such as learning for learning’s sake or
learning unlawful skills. However, that domain which is deemed
‘desirable’ knowledge by society at large generally enjoys an affirmative
attitude to learning – as the driving force which encourages the evolution
of human civilisation.
The philosophy of education further inspires reflection on many critical
issues – e.g.: Should learning have a teleological or pragmatic end or is it
desirable and ought to be pursued in and for itself? What may be accepted
or even cherished as worthwhile knowledge? Which faculties can/should
be trained and valued? How much and what exactly can one individual set
forth to learn? Is any type of knowledge accessible to all kinds of learners?
Thus, as framed by conceptual schools of thought, the subject matter lies
mainly within the issue of human consciousness and the enduring quest for
further enhancing the faculties of the human mind.
However, if the educational system is to be scrutinised under the
magnifying glass, then one may certainly notice the limits of modern
learning institutions (Becker in Burgess 1998). Matters of cost-benefit
pragmatics, the assessment and accreditation procedures of educational
institutions, overly restrictive curricula, as well as many other limitations
are often imposed on the content of learning, as much as they are on the
methods of teaching. It is possible that such factors, and above all the
teacher in the very classroom, may obstruct or distort, but could also
inspire quite diverse styles of learning and, hopefully, kindle the will to
learn. Not least important, the learner comes into play with his/her own
propensities and predilections, as well as the decisions s/he makes about
what is worth learning.
Therefore, teaching must be considered from a larger perspective and
several points of view, taking into account the interaction between the
teacher, learner and content that is being taught. The question has been
asked which of this triad ought to come first, but any one pick and the very
concept of instating a hierarchy would be arguable and hardly the least

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