'Teaching' and 'learning' explicated for educators
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.
富山県立大学紀要 17, 20-29, 2007-03-30