On Emergent Pre-Language and Language Evolution and Transcendent Feedback from Language Production on Cognition and Emotion in Early Man

Petersen, Arne Friemuth

doi:10.1007/978-94-017-2039-7_23

Cited by 4 publications

(1 citation statement)

References 6 publications

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“…If one accepts this series of arguments—and thus the idea that all learning is problem solving—one adopts the view that learning does not take place in situations where the organism's expectations remain unchallenged; learning occurs only in those situations where at least one of the organism's expectations is shown to be false or inadequate. Even learning that appears to be an outcome of repetition involves a process of challenge and modification to the organism's expectations (see Petersen, 1988, 1992). Although there is tremendous variety with regard to what is learnt and the circumstances in which learning takes place, a trial and error process of the kind described by Popper is, to use David Miller's phrase (1999), ‘the only way to learn’.…”

Section: What Happens When Learning Takes Placementioning

confidence: 99%

Learning: An evolutionary analysis

Swann

2009

Educational Philosophy and Theory

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This paper draws on the philosophy of Karl Popper to present a descriptive evolutionary epistemology that offers philosophical solutions to the following related problems: 'What happens when learning takes place?' and 'What happens in human learning?' It provides a detailed analysis of how learning takes place without any direct transfer of information from the environment to the learner, and it significantly extends the author's earlier published work on this topic. She proposes that learning should be construed as a special case of 'problem solving' and as a fundamentally critical and creative process in which learning organisms develop 'expectations' that are not purely an outcome of genetic inheritance or random mutation. Human learning is then characterised with reference to: objectified knowledge; descriptive and argumentative language; theoretical problems; the search for error and specific limitation. If the author's evolutionary analysis of learning is valid, it would suggest that we should, if we wish to promote learning, be wary of corralling children and older students in environments that inhibit autonomous activity, that discourage criticality and creativity and generally limit opportunities for trial and error-elimination. But education institutions, particularly those for older children and adolescents, are very often environments of this constraining kind. Traditionally, educationists have vastly underestimated the human potential for imaginative criticism-because in general they have not recognised the extent to which it lies at the heart of what humans, including the youngest children, do in order to succeed at even the most basic tasks.

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Section: What Happens When Learning Takes Placementioning

confidence: 99%

Learning: An evolutionary analysis

Swann

2009

Educational Philosophy and Theory

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Logic and The Open Society: Revising the Place of Tarski's Theory of Truth Within Popper's Political Philosophy

Naraniecki

2009

Rethinking Popper

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This chapter retraces the way in which the Austrian philosopher Sir Karl Popper came to accept a Correspondence Theory of Truth from the work of the Polish logician and mathematician Alfred Tarski. It is argued that Popper's use of Tarski's semantic theory of truth reveals crucial insights into the fundamental characteristics of Popper's social philosophy. Quite deceptively, arguments based upon Tarski's theory of truth appear implicitly throughout the text of The Open Society and Its Enemies (1945). It is then demonstrated how Popper integrated a correspondence theory of truth into a theory of the functions of communicative language that he received from Karl Bühler.

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Critical Self-Learning and Organizational Learning: A Popperian Perspective

Chitpin

2016

Encyclopedia of Educational Philosophy and Theory

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On Emergent Pre-Language and Language Evolution and Transcendent Feedback from Language Production on Cognition and Emotion in Early Man

Cited by 4 publications

References 6 publications

Learning: An evolutionary analysis

Learning: An evolutionary analysis

Logic and The Open Society: Revising the Place of Tarski's Theory of Truth Within Popper's Political Philosophy

Critical Self-Learning and Organizational Learning: A Popperian Perspective

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