Learning as Transcendence: The Solution to the Learner's Paradox in Plato and Merleau-Ponty

Sheridan, Joanna

dc.contributor.advisor	Hoff, Shannon	en_GB
dc.contributor.author	Sheridan, Joanna
dc.date.accessioned	2015-05-20T19:35:21Z
dc.date.available	2015-05-20T19:35:21Z
dc.date.issued	2015-05
dc.identifier.uri	http://hdl.handle.net/10756/554335
dc.description.abstract	This 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."
dc.description.tableofcontents	Introduction -- The learner's paradox in Plato's Meno -- How the learner's paradox appears in the Phenomenology of Perception -- Criticism of the learner's paradox in light of Merleau-Ponty's account of the body -- Conclusion	en_GB
dc.format.mimetype	application/pdf	en_GB
dc.language.iso	en	en
dc.publisher	Institute for Christian Studies	en_GB
dc.rights	Attribution-NonCommercial-NoDerivatives 4.0 International License.	en_GB
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/	en_GB
dc.subject	Plato	en_GB
dc.subject	Plato. Meno	en_GB
dc.subject	Merleau-Ponty, Maurice, 1908-1961	en_GB
dc.subject	Merleau-Ponty, Maurice, 1908-1961. Phenomenology of Perception	en_GB
dc.subject	Phenomenology	en_GB
dc.subject	Knowledge, Theory of	en_GB
dc.subject	Knowledge and learning	en_GB
dc.subject	Learning--Philosophy	en_GB
dc.subject	Locke, John, 1632-1704	en_GB
dc.subject	Locke, John, 1632-1704. Some Thoughts Concerning Education	en_GB
dc.subject	Education--Philosophy	en_GB
dc.subject	Teaching--Methodology	en_GB
dc.title	Learning as Transcendence: The Solution to the Learner's Paradox in Plato and Merleau-Ponty	en
dc.type	Thesis	en
dc.contributor.department	Institute for Christian Studies	en_GB
dc.type.degreetitle	Master of Arts (Philosophy)	en_GB
dc.rights.holder	This 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.	en_GB
refterms.dateFOA	2018-03-05T12:43:46Z
html.description.abstract	This 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."