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Learning and metaphors
1Faculty of Arts and Social Sciences, University of Technology, NSW, Sydney, Australia. paul.hager@uts.edu.au
Medical Teacher
|September 9, 2008
Summary
Learning metaphors like acquisition and transfer can mislead by focusing too much on the individual. Alternative metaphors such as participation and construction reveal learning as a multi-faceted process, including group and community learning vital for professional practice.
Area of Science:
- Cognitive Science
- Educational Psychology
- Sociology of Learning
Background:
- Metaphors are fundamental to understanding learning.
- Common metaphors like acquisition and transfer can oversimplify learning by locating it solely within individuals.
- This perspective limits the understanding of collaborative and community-based learning.
Purpose of the Study:
- To critically evaluate the limitations of traditional learning metaphors (acquisition, transfer).
- To explore alternative metaphors for learning, including participation, construction/re-construction, and becoming.
- To highlight the multi-faceted nature of learning and the importance of group learning.
Main Methods:
- Conceptual analysis of learning metaphors.
- Literature review of recent learning theories invoking new metaphors.
- Argumentative discussion on the implications of different metaphors for understanding learning.
Main Results:
- Traditional metaphors (acquisition, transfer) often mislead by emphasizing individual-centric learning.
- Alternative metaphors reveal learning as a complex, multi-faceted process.
- Group, team, and community learning are significant and not solely individual phenomena.
Conclusions:
- Rethinking learning metaphors is crucial for a comprehensive understanding of learning.
- Alternative metaphors like participation and construction offer richer insights.
- Effective professional practice requires acknowledging both individual and group dimensions of learning.
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