Search results

This article looks at the concept of learning which, according to the author, is poorly understood. It begins by outlining the dominant view of learning, which sees learning as a product and the mind as a 'container' and knowledge as a type of 'substance'. It involves two basic assumptions: stability and replicability. This view of learning is under increasing pressure, with research suggesting that much learning in higher education settings is less than optimal, can lead people to assign negative connotations to terms such as 'learner' and 'learning', and has unattractive implications for lifelong learning. The process view of learning is more holistic. The author outlines two metaphors of learning - acquisition and participation - and suggests a third metaphor that better represents learning as a process: construction (re-construction). He goes on to say that workplace learning is poorly understood if viewed as a product and that there are considerable advantages to viewing it as a process. The author's current work involves examining various theories of workplace learning and he offers four major criteria for this assessment.