Dyngeland Espen Hoff
Department of Sport, Food and Natural Sciences, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Bergen, Norway.
Front Psychol. 2025 Jun 18;16:1587455. doi: 10.3389/fpsyg.2025.1587455. eCollection 2025.
One of the most important constructs in educational research and practice is learning. Yet, it is also one of its most complicated, ambiguous, and debated constructs. Questions regarding what constitutes the process of learning and how best to facilitate it have been addressed from numerous perspectives, often yielding competing interpretations and approaches. One aspect that is often the subject of these debates is the extent to which learning is an actively conscious activity. This study will contribute with a conceptual dialogue between different strands of scholarship that attend to the role of consciousness and the experience of learning, as well as those cognitive processes theorized to underlie these experiences. The upshot of this dialogue will be to connect the different theoretical perspectives, resulting in a wider viable conceptual apparatus to describe the experience of learning, founded in theoretical perspectives that seek to illuminate the cognitive processes that underlie these experiences.
学习是教育研究与实践中最重要的概念之一。然而，它也是最复杂、最模糊且争议最大的概念之一。关于学习过程的构成要素以及如何最好地促进学习的问题，已经从众多角度进行了探讨，常常产生相互竞争的解释和方法。这些争论中经常涉及的一个方面是学习在多大程度上是一种积极的有意识活动。本研究将通过不同学术流派之间的概念对话做出贡献，这些流派关注意识的作用和学习体验，以及那些被理论化为这些体验基础的认知过程。这次对话的结果将是把不同的理论观点联系起来，从而形成一个更广泛可行的概念框架来描述学习体验，该框架建立在旨在阐明这些体验背后认知过程的理论观点之上。
