Understanding as the Transformation of What Is Already Known

Autor/in	Ashworth, Peter
Titel	Understanding as the Transformation of What Is Already Known
Quelle	In: Teaching in Higher Education, 9 (2004) 2, S.147-158 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
Schlagwörter	Learning Theories; Hermeneutics; Higher Education; Students + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Hermeneutik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Student; Schüler; Schülerin; Studentin
Abstract	The conventional image is that we (and other students) reach an understanding of something after a period of puzzled wrestling with the material. Understanding is the end-point of learning. However, there is an important sense in which understanding (of a rudimentary kind) precedes effective learning. Trying to develop this conceptually, I draw on Heidegger's account of hermeneutics in "Being and Time" (1962). The individual is seen as dwelling in an already-interpreted world with which they have to come to terms. The focus (especially in university and other adult education) becomes the learner as the puzzled, would-be interpreter of the writing and speech with which they are confronted. The interpretation is attempted on the basis of what is already known. However, the struggle is not purely individual. I argue that the paradigm of meaning-interpretation in the context of learning is conversation in that human learning is best considered participatory. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10