| Description |
1 online resource |
|
text txt rdacontent |
|
computer c rdamedia |
|
online resource cr rdacarrier |
| Series |
Erziehungswissenschaft |
|
Forschung Erziehungswissenschaft.
|
| Thesis |
doctoral Humboldt-Univ., Berlin 2011 |
| Bibliography |
Includes bibliographical references. |
| Note |
PDF (JSTOR, viewed February 11, 2019). |
| Summary |
What can learning mean? Different approaches to learning theory represent a "relational view". The ontological premises, however, remain implicit. Thus, these approaches leave their conceptualizations of the human being and of sociality to an intuitive understanding of the background. The obvious conceptualization of the human being as an "open personality" or as a "homines aperti" (N. Elias) and of sociality as an inherent sociality of the learner or "primary sociality" (H. Joas) thus receives insufficient "ontological support." |
| Subject |
Learning.
|
|
Learning -- Philosophy.
|
|
Learning |
|
Apprentissage.
|
|
Apprentissage -- Philosophie.
|
|
Learning
|
|
Learning -- Philosophy
|
| Indexed Term |
Learning |
|
Ontology |
|
Relationality |
|
Lernen |
|
Ontologie |
|
Relationalität |
| Genre/Form |
Academic Dissertation |
|
dissertations.
|
|
Academic theses
|
|
Academic theses.
|
|
Thèses et écrits académiques.
|
| ISBN |
9783863881771 (electronic bk.) |
|
386388177X (electronic bk.) |
| Standard No. |
AU@ 000065197811 |
|
