TOWARDS A CULTURAL THEORY OF LEARNING

Abstract

In this paper I sketch a theory of teaching and learning that takes its inspiration from some anthropological and historico-cultural schools of knowledge the Theory of Knowledge Objectification (TKO). The TKO rests on five main interrelated constructs. The first construct deals with the psychological concept of thinking. Drawing on this concept, the other constructs serve to formulate the problem of learning in a way that does not commit the TKO with rationalist views of cognition and social interaction. The TKO posits the problem of learning as the progressive acquisition of cultural forms of reflection that are objectified as the student engages in joint social activity. Learning, it is argued, arises in the course of sensuous mediated cultural praxes embedded in historically formed epistemes and ontologies.

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