Hugh Petrie, the author of the chapters in this anthology, spent
his entire professional life as a philosopher, philosopher of
education, and educational administrator fascinated by the
questions of how we learn and how we know what we learn. The
chapters in this anthology are selected from the articles and book
chapters he published during his career. They include critiques of
behaviorism and its supposed relevance to educational practice,
analyses of the issues involved with interdisciplinary education,
the nature of conceptual change, the role of metaphor as an
essential component in learning anything radically new, a
thorough-going examination of current educational testing dogma,
and several discussions of the importance of ways of knowing for
various educational policy issues.
The works are informed throughout by the insights of
evolutionary epistemology and Perceptual Control Theory. These two
under-appreciated approaches show how an adaptation of thought and
action to the demands of the natural and social world explain how
learning and coming to know are possible. These insights are as
relevant today as they were when the chapters were first
written.
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