Practice and Group Learning
Bibliographic Data
| ID | 8858221 |
|---|---|
| Authors | Paul Hager (0000-0001-5186-2776, University of Technology, corresponding author) |
| Year | 2013 |
| Volume | 46 |
| Issue | 6 |
| Pages | 584-599 |
| Publication date | 2013-04-24 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131857.2013.779212 |
| OpenAlex | W2044689314 |
| Language | EN |
| References cited | 27 |
Although learning has always been a central topic for philosophy of education, little attention has been paid to the notion of group learning. This article outlines and discusses some plausible examples of group learning. Drawing on these examples, various principles and issues that surround the notion of group learning are identified and discussed. These principles and issues are then further elaborated in the context of a detailed discussion of practice theory and its relevance for thinking about group learning and group practice
Context (archaeology · Epistemology · Experiential learning · Group (periodic table · Group learning · Higher education · Learning theory · Mathematics education · Pedagogy · Philosophy of education · Relevance (law · Sociology · Educational and Psychological Assessments · Innovative Education and Learning Practices · Innovative Teaching and Learning Methods · Philosophy · Psychology
After MacIntyre
Social Practices
Actor-Network Theory in Education
Cognition in the Wild
Peripheral Vision
On Organizations as they Happen
Expansive Learning at Work
Activity theory and individual and social transformation
The Site of the Social
Refurbishing MacIntyre's Account of Practice
Philosophical arguments
Individual and Social Aspects of Learning
Situated Learning
| Highly cited | No |
|---|