'Teaching' and 'learning' explicated for educators

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抄録

Scholars have for years successfully performed detailed qualitative analyses of the social order. In this study, I advocate appending to this type of analysis, a Wittgenstein-inspired conceptual investigation. Doing so, I argue, increases analytic reflection, and correspondingly clarifies researchers' conceptions of the data. I perform a concept analysis on "teaching" and "learning" and initiate this analysis by examining definitions of these terms, and then examine them as process and achievement verbs. Finally, I expose their internal relation, demonstrating that both the concepts and the activities of teaching and learning cannot exist in causal relation. I conclude that conceptual and empirical analyses of social interaction are mutually reinforcing practices that, when combined, benefit all such analyses.

収録刊行物

  • 富山県立大学紀要

    富山県立大学紀要 17, 20-29, 2007-03-30

    富山県立大学

各種コード

  • NII論文ID(NAID)
    110006405423
  • NII書誌ID(NCID)
    AN10358595
  • 本文言語コード
    ENG
  • 雑誌種別
    大学紀要
  • ISSN
    09167633
  • NDL 記事登録ID
    8783051
  • NDL 雑誌分類
    ZV1(一般学術誌--一般学術誌・大学紀要)
  • NDL 請求記号
    Z22-1659
  • データ提供元
    NDL  NII-ELS 
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