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- W308376425 abstract "The two great classical philosophical theories of knowledge- rationalism and empiricism - bring with them not only differentconceptions of knowledge, but also different understandingsof the acquisition of knowledge. They also involve differentconceptions of mind, at any rate to the extent that for empiricismthe mind is, as Locke put it, like mirror which passivelyreceives reflections from without; while for rationalism themind is more active, being involved in its own operations:With the development of psychology as an empirically orientatedscience, accounts of learning inspired by the empiricist waysof thinking have become the accepted thing. Charles Taylor(The Explanation of Behaviour, London: Routledge & Kegan Paul,1964: p. 143) has noted that stimulus - response (S - R) theorycan be construed as a mechanistic transposition of the traditionalempiricists views of epistemology.In relation to the practice of education, behaviouriststheories of learning have been the most widely used as can beseen by reference to the well-known writers on the psychologyof school learning, for example Gagne, De Cecc.a, . Lunzer andLovell» (The appendix will explain why all these writers mustbe considered as falling within the behaviourist school)»Further within education, the best known approach to curriculumplanning - the behavioural objectives model - has made greatuse of behaviouristic models in attaining objectives." @default.
- W308376425 created "2016-06-24" @default.
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- W308376425 date "1979-07-01" @default.
- W308376425 modified "2023-09-27" @default.
- W308376425 title "The Concept of Learning and Education" @default.
- W308376425 hasPublicationYear "1979" @default.
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