Limits of the Naturalization of Learning: From the Perspectives of J. Fodor, J. McDowell, and G. Buck

Yasuo Imai

doi:10.1515/para-2024-0010

Article

Limits of the Naturalization of Learning

From the Perspectives of J. Fodor, J. McDowell, and G. Buck

Yasuo Imai
Yasuo Imai, Professor of Philosophy of Education, Japan Women’s University Tokio, Faculty for Integrated Arts and Social Sciences. Arbeitsschwerpunkte: Philosophie und Geschichte der Pädagogik, Medienpädagogik.

Published/Copyright: September 2, 2024

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From the journal Paragrana Volume 33 Issue 1

Abstract

In the face of the dominant constructivist approach in contemporary learning theories, the naturalization of learning should be identified at a more fundamental level than its mere reduction to a biological phenomenon. It should be identified in the pervasive tendency to dispense with the experience the learners make about their own knowing. The trouble in the naturalization of learning can more clearly be realized by the concept of “space of nature/ reason.” The learning process includes bridging between both spaces; such bridging remains disregarded by reducing the learning to the event solely played in the space of nature. Following Buck’s argumentation, we can recognize an experience of a twofold leap from “nature” to “reason” in the procedural structure of learning. The limits of naturalization of learning are demarcated by the genuine condition of learning as experience.

About the author

Yasuo Imai

Yasuo Imai, Professor of Philosophy of Education, Japan Women’s University Tokio, Faculty for Integrated Arts and Social Sciences. Arbeitsschwerpunkte: Philosophie und Geschichte der Pädagogik, Medienpädagogik.

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Published Online: 2024-09-02

Published in Print: 2024-06-25

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https://doi.org/10.1515/para-2024-0010