| Issue |
SHS Web Conf.
Volume 75, 2020
The International Conference on History, Theory and Methodology of Learning (ICHTML 2020)
|
|
|---|---|---|
| Article Number | 03002 | |
| Number of page(s) | 9 | |
| Section | Discourses of Learning, Education and Training | |
| DOI | https://doi.org/10.1051/shsconf/20207503002 | |
| Published online | 26 March 2020 | |
The learner-centred paradigm of education: its features and philosophical basis
Kryvyi Rih State Pedagogical University, Department of Philosophys, Kryvyi Rih 50086, Ukraine
* Corresponding author: xafany@gmail.com
Nowadays, educators notice swift changes in education as a social institution. One possible way to describe and analyze its transformations is T. Kuhn’s paradigmatic approach applied to education. The paper states that the contemporary educators work within the learner-centred paradigm. However, it may seem that education is still influenced by the previous paradigm. So, the paper has two main objectives. The first one is to consider the two educational paradigms: the teacher-centred and the learnercentred to show their differences. Secondly, it is essential to know what concepts are topical in contemporary philosophy, and if they coincide with the learner-centred paradigm. The author attempts to distinguish philosophical concepts that have a considerable impact on the worldview at present. They are the following: four-dimensional ontology, constructivist epistemology, the problem of agency, personal identity, and the narrative approach to the questions of identity and cognition. These concepts are explained and analyzed through the lenses of the learner-centred paradigm.
© The Authors, published by EDP Sciences, 2020
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