ABSTRACT

We have taken pains to point out the difficulties that certain research approaches meet when tackling this or related questions, difficulties that we have suggested arise from their inherent epistemological assumptions and that manifest themselves in a series of apparent paradoxes. We prefer to describe learning in terms of the experience of learning, or learning as coming to experience the world in one way or another. Such learning inevitably and inextricably involves a way of going about learning (learning's how aspect) and an object ofiearning (learning's what aspect).l The previous chapter described research into learning taking our perspective on investigating the experience of learning through the experience of the learner. That people differ shows itself here, in that qualitatively different ways of experiencing the tasks were found, qualitatively different outcomes of learning were seen, and these were found to be largely correlated. Thus, we have started to relate empirical evidence indicating that certain approaches to the learning tasks correlate with better results in terms of understanding the object of learning than others do.