Learning Is Not Education

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Researchers and policymakers speak more often now about ‘learning’ than they do about ‘teaching.ߣ In this chapter, I explore what is beneficial, and what is concerning, about the shift of focus from the teacher’s perspective to the learner’s perspective. However, a theory of learning is not sufficient to support a wider conception of education, because learning must be enacted to be worthwhile and because the factors that go into shaping when learning is enacted go beyond matters that can be said to have been learned themselves. A wider conception of education needs to consider these other factors. This examination has implications for questions of teaching and how to evaluate it, for thinking about learning outcomes and whether and how they can be ‘measured,ߣ and for the normative elements and judgments that must go into any wider conception of ‘education.'

Original languageEnglish (US)
Title of host publicationEducational Research
Subtitle of host publicationThe Attraction of Psychology
EditorsPaul Smeyers, Marc Depaepe
PublisherSpringer Netherlands
Pages159-166
Number of pages8
ISBN (Electronic)9789400750388
ISBN (Print)9789400750371
DOIs
StatePublished - Jan 1 2013

Publication series

NameEducational Research
Volume6

ASJC Scopus subject areas

  • Social Sciences(all)

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  • Cite this

    Burbules, N. C. (2013). Learning Is Not Education. In P. Smeyers, & M. Depaepe (Eds.), Educational Research: The Attraction of Psychology (pp. 159-166). (Educational Research; Vol. 6). Springer Netherlands. https://doi.org/10.1007/978-94-007-5038-8_11