Woods, Cornelius (1979) The Concept of Learning and Education. Masters thesis, National University of Ireland Maynooth.
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Abstract
The two great classical philosophical theories of knowledge
- rationalism and empiricism - bring with them not only different
conceptions of knowledge, but also different understandings
of the acquisition of knowledge. They also involve different
conceptions of mind, at any rate to the extent that for empiricism
the mind is, as Locke put it, like a mirror which passively
receives reflections from without; while for rationalism the
mind is more active, being involved in its own operations:
With the development of psychology as an empirically orientated
science, accounts of learning inspired by the empiricist ways
of thinking have become the accepted thing. Charles Taylor
(The Explanation of Behaviour, London: Routledge & Kegan Paul,
1964: p. 143) has noted that stimulus - response (S - R) theory
can be construed as "a mechanistic transposition of the traditional
empiricists views of epistemology".
In relation to the practice of education, behaviourists
theories of learning have been the most widely used as can be
seen by reference to the well-known writers on the psychology
of school learning, for example Gagne", De Cecc.a, . Lunzer and
Lovell» (The appendix will explain why all these writers must
be considered as falling within the behaviourist school)»
Further within education, the best known approach to curriculum
planning - the behavioural objectives model - has made great
use of behaviouristic models in attaining objectives.
Item Type: | Thesis (Masters) |
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Keywords: | Learning; Education; |
Academic Unit: | Faculty of Social Sciences > Education |
Item ID: | 5237 |
Depositing User: | IR eTheses |
Date Deposited: | 25 Jul 2014 10:31 |
URI: | https://mu.eprints-hosting.org/id/eprint/5237 |
Use Licence: | This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here |
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