Learning as Transcendence: The Solution to the Learner's Paradox in Plato and Merleau-Ponty
AffiliationInstitute for Christian Studies
Merleau-Ponty, Maurice, 1908-1961
Merleau-Ponty, Maurice, 1908-1961. Phenomenology of Perception
Knowledge, Theory of
Knowledge and learning
Locke, John, 1632-1704
Locke, John, 1632-1704. Some Thoughts Concerning Education
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AbstractThis thesis attempts to resolve the learner's paradox on the basis of Merleau-Ponty's insights in the Phenomenology of Perception by showing that the paradox is misleading in at least two important ways: it presumes that our "knowing" relation to the world operates in the form of explicit knowledge, whereas really we mainly operate on the basis of a pre-reflective familiarity with various things; and, it presumes that we are "in charge" of our learning, whereas really learning is part of the ongoing coupling of self and world. The first chapter offers a reading of Plato's Meno that argues that Plato implicitly offers a solution to the paradox that is compatible with Merleau-Ponty's. The second chapter explicates Merleau-Ponty's own version of the learner's paradox. The third chapter criticizes the learner's paradox from the Meno using Merleau-Ponty's insights. The conclusion offers a few ideas on what shape teaching should take, given the foregoing account of learning, that are drawn from John Locke's "Some Thoughts Concerning Education."
PublisherInstitute for Christian Studies
Rights holderThis Work has been made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws of Canada without the written authority from the copyright owner.
Degree TitleMaster of Arts (Philosophy)
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