Introduction
People who are interested in teaching and learning are also interested in professional growth and development (Swann 2012). These people, often referred to as “educators,” frequently assume that learning occurs when information is received by the learner (Popper 1994; Swann 2012). Debates about learning center mostly on how information received by the learner is processed. Even constructivists are of the view that learning takes place when the learner is actively constructing meaning from the information received, based on his or her previous experience (Dewey 1938; Vygotsky 1978). If educators assume that learning is a process that begins with the internalization of information received, they are more inclined, then, to discuss learning from a psychological perspective rather than from a philosophical one (Vygotsky 1962).
The intention, here, is not to underplay the importance of psychology when it comes to the factors that affect individual or group learning but, rather,...
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Chitpin, S. (2016). Critical Self-Learning and Organizational Learning: A Popperian Perspective. In: Peters, M. (eds) Encyclopedia of Educational Philosophy and Theory. Springer, Singapore. https://doi.org/10.1007/978-981-287-532-7_290-1
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