A Problem for Cognitive Load Theory—the Distinctively Human Life‐form
Bibliographic Data
| ID | 11952625 |
|---|---|
| Authors | Jan Derry (corresponding author) |
| Year | 2020 |
| Volume | 54 |
| Issue | 1 |
| Pages | 5-22 |
| Publication date | 2020-02-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Philosophy of Education (JOURNAL) |
| Journal identifiers | ISSN: 0309-8249 • E-ISSN: 1467-9752 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1111/1467-9752.12411 |
| OpenAlex | W3007783480 |
| Language | EN |
| Citations received | 3 |
| References cited | 24 |
Cognitive load theory has challenged contemporary approaches to teaching by arguing that they are ineffective because of a neglect of the psychology underpinning learning and, specifically, the high demand placed on working memory. This paper challenges the presuppositions involved not only in arguments for guided instruction by those supporting cognitive load theory, but also in opposed pedagogic approaches involving discovery and inquiry learning. Both approaches are in danger of presupposing what C.B. Macpherson criticised as ‘possessive individualism’—i.e. capacities, beliefs and desires viewed as possessions of an individual. As a result, they fail to pay attention to mediation and normativity, both of which are distinctive aspects of human action. Examining this in more detail entails consideration of fundamental issues concerning human knowledge and understanding. An appreciation of the significance of normativity and mediation leads us to the philosophic works of Marx, Vygotsky and Wittgenstein, and in particular to Brandom's Inferentialism. The philosophical ideas here have direct implications for pedagogy
Action (physics · Cognition · Cognitive science · Epistemology · Individualism · Mediation · Neglect · Possessive · Presupposition · Social science · Sociology · Underpinning · Education and Critical Thinking Development · Innovative Teaching and Learning Methods · Neuroscience, Education and Cognitive Function · Philosophy · Psychology
The child's conception of space
Why Minimal Guidance During Instruction Does Not Work
Sraffa, Wittgenstein, and Gramsci
Reason in Philosophy
Mind and World
The Oxford Handbook of The History of Analytic Philosophy
Culture, Knowledge and Power
Mastering as an Inferentialist Alternative to the Acquisition and Participation Metaphors for Learning
Assessing Concept Possession as an Explicit and Social Practice
Humans, Animals and the World We Inhabit-On and Beyond the Symposium ‘Second Nature, Bildun g and McDowell
Education and Autonomy
Abstract rationality in education
The Political Theory of Possessive Individualism
| Citations per year | 0.5 |
|---|---|
| Citation span | 2020 - 2026 (7) |
| Highly cited | No |