Understanding Learning from the Standpoint of the Learner, Vol 1
Description
This book makes available for the first time in English Klaus Holzkamp's ground-breaking book on learning Lernen: Subjektwissenschaftliche Grundlegung . It offers fresh perspectives for today's international debates about how to re-imagine learning and education for future society. Current debates in psychology, educational sciences as well educational politics go beyond the transmission model of education and the traditional short-cut between teaching and learning and are oriented either toward student-centred learning or world-centred education. Holzkamp's book is the first to systematically bridge these approaches and offer a rigorous subject- and world-centred theory of learning.
Divided into 2 volumes, this book presents the first half of the original in which Holzkamp outlines his psychological theory of learning; the need for this understanding within education and how it differs from conventional behaviourist, cognitivist and action-theory-based learning models. This book will appeal to students, psychologists and practitioners with an interest in educational psychology, critical psychology and educational science.
Reviews / Votes
"Holzkamp's signature approach is to argue from the standpoint of the subject. The focus here is the learner, a subject whose perspective and interests differ from those of the teacher, psychologist, educational administrator, or politician. The book belongs among the innovative Great Books of twentieth-century Western psychology. At last, there is an English version of this classic of emancipatory psychology and pedagogy." (Jens Brockmeier, Professor of Psychology, The American University of Paris, France)
"Klaus Holzkamp's pioneering work resonates today, offering ideas that are contemporary and timely, proving once again that engaging deep philosophy is the path to answer our queries about learning. This is especially important at this time of intensified assaults on education including from new technology-driven shortsighted ideologies that seek 'easy' answers." (Anna Stetsenko, Professor of Psychology, City University of New York, USA)
"This fascinating book is important for understanding how children and young people develop in schools. It provides a critical reading for emancipatory and liberating education as taught by Paulo Freire and Ignacio Martín-Baró." (Raquel Guzzo, Professor of Educational Psychology, PUC-Campinas, Brazil)
"Klaus Holzkamp's theory is a tribute to the deep thinking by a classic scholar whose theoretical innovations were carefully positioned within his analysis of his surrounding society. His look at the learning processes from the perspective of a societally situated learner deserves careful study and further elaboration." (Jaan Valsiner, Professor of Psychology, Aalborg University, Denmark & Estonian Academy of Sciences)
More details
Persons
Klaus Holzkamp (1927-1995) was Professor of Psychology at the Free University Berlin, Germany. As the founder of German Critical Psychology his body of work is engaged in the fundamental renewal of psychological theory, methodology, and research practice.
Translated by Irene Strasser , Associate Professor of Psychology at the State University of New York, Cortland, USA. Her work focuses on development, learning, and meaning-making across the lifespan. With an Introduction by Ernst Schraube and Johanna Motzkau . Ernst Schraube is Professor of Social Psychology of Technology at Roskilde University, Denmark. His current research centers on learning, generative AI, and educational practice. He is former President of the International Society for Theoretical Psychology. Johanna Motzkau is Senior Lecturer in Psychology at the Faculty of Arts and Social Sciences, The Open University, London, UK. Her research focuses on memory, suggestibility, gendered violence, child protection practices and listening.
Content
Series Editor's Foreword.- Translator's preface by Irene Strasser.- Chapter 1 "We don't need no thought control": Klaus Holzkamp's theory of learning by Ernst Schraube and Johanna Motzkau.- Chapter 2 Introduction.- Chapter 3 Introducing the Process of Problem Development.- Chapter 4 Critique and Reinterpretation of Foundational Learning Theories from a Reasoning-Analytical Perspective.- Chapter 5 Core Concepts of a Subject-Scientific Theory of Learning as World-Disclosure.