The dilemma named in Hugh G. Petrie s title was stated by Meno in
Plato s dialogue of that name: "A man cannot enquire about that
which he knows or about that which he does not know; for if he
knows, he has no need to enquire; and if not, he cannot; for he
does not know the very subject about which he is to enquire."
Petrie argues that Meno s dilemma poses the fundamental
epistemological question for education, "How is learning possible?"
He examines a variety of familiar approaches to learning, from the
open classroom to back-to-basics, and finds that each of these
approaches attempts to grasp one horn of the dilemma to the
exclusion of the other.
The examination of previous attempts to resolve the dilemma of
enquiry and learning prepares the way for Petrie s proposed
solution. He defines learning as an adaptation of thought and
action to the demands of the natural and social world. This process
has two major components, assimilation and accommodation,
corresponding to the two traditional ways of attacking the dilemma.
Assimilation is explained using the insights of control] systems
theory, while results in evolutionary epistemology are brought to
bear on the question of accommodation. Petrie shows that only a
reflective equilibrium between assimilation and accommodation will
allow for a resolution of the Meno dilemma.
In the course of his presentation the author challenges a number
of educational dogmas, including the beliefs that clear and
unambiguous goals can be stated for learning; that theory can be
"applied" to practice; that "subjective" tests are inferior to
"objective" tests; and that the intelligence of a child makes a
difference to educational policy. The book outlines new approaches
to commonplace educational phenomena such as testing and to radical
phenomena such as conversion experiences. It makes novel practical
suggestions for the use of activity, perceptual training, and
metaphor in a variety of learning situations.
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