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Killing the Buddha: Towards a heretical philosophy of learning
Örebro University, School of Humanities, Education and Social Sciences. School of Education Health and Social Studies, Dalarna University, Falun, Sweden.ORCID iD: 0000-0003-0298-3832
2018 (English)In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 50, no 1, p. 61-71Article in journal (Refereed) Published
Abstract [en]

This article explores how different philosophical models and pictures of learning can become dogmatic and disguise other conceptions of learning. With reference to a passage from St. Paul, I give a sense of the dogmatic teleology that underpins philosophical assumptions about learning. The Pauline assumption is exemplified through a variety of models of learning as conceptualised by Israel Scheffler. In order to show how the Paulinian dogmatism can give rise to radically different pictures of learning, the article turns to St. Augustine’s and Robert Brandom’s examples of language learning, and to general strands in scholarship on moral education. Dewey’s view of childhood immaturity and the problem of adult maturity are used as first attempt at a counter picture to the idea that learning must have an end. The article takes Dewey’s idea further by suggesting how the Zen-Buddhist idea of killing the Buddha and Wittgenstein’s method of destroying pictures work on the dogmatic focus on uses of ‘learning’ that assume ends. In conclusion, the article suggests three possible uses of ‘learning’—learning from wonder, intransitive learning and passionate learning—that do not assume that learning has or must have a teleological end.

Place, publisher, year, edition, pages
Taylor & Francis, 2018. Vol. 50, no 1, p. 61-71
Keyword [en]
Philosophy of learning; learning; end; dogmatism; pictures; open-ended
National Category
Philosophy Learning
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-62873DOI: 10.1080/00131857.2017.1336917ISI: 000427695700007Scopus ID: 2-s2.0-85020437697OAI: oai:DiVA.org:oru-62873DiVA, id: diva2:1161243
Note

Funding Agency:

Högskolan Dalarna 

Available from: 2017-11-29 Created: 2017-11-29 Last updated: 2018-04-09Bibliographically approved

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Johansson, Viktor

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