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dc.contributor.advisorHoff, Shannonen_GB
dc.contributor.authorSheridan, Joanna
dc.date.accessioned2015-05-20T19:35:21Z
dc.date.available2015-05-20T19:35:21Z
dc.date.issued2015-05
dc.identifier.urihttp://hdl.handle.net/10756/554335
dc.description.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."
dc.description.tableofcontentsIntroduction -- 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 -- Conclusionen_GB
dc.format.mimetypeapplication/pdfen_GB
dc.language.isoenen
dc.publisherInstitute for Christian Studiesen_GB
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International License.en_GB
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en_GB
dc.subjectPlatoen_GB
dc.subjectPlato. Menoen_GB
dc.subjectMerleau-Ponty, Maurice, 1908-1961en_GB
dc.subjectMerleau-Ponty, Maurice, 1908-1961. Phenomenology of Perceptionen_GB
dc.subjectPhenomenologyen_GB
dc.subjectKnowledge, Theory ofen_GB
dc.subjectKnowledge and learningen_GB
dc.subjectLearning--Philosophyen_GB
dc.subjectLocke, John, 1632-1704en_GB
dc.subjectLocke, John, 1632-1704. Some Thoughts Concerning Educationen_GB
dc.subjectEducation--Philosophyen_GB
dc.subjectTeaching--Methodologyen_GB
dc.titleLearning as Transcendence: The Solution to the Learner's Paradox in Plato and Merleau-Pontyen
dc.typeThesisen
dc.contributor.departmentInstitute for Christian Studiesen_GB
dc.type.degreetitleMaster of Arts (Philosophy)en_GB
dc.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.en_GB
refterms.dateFOA2018-03-05T12:43:46Z
html.description.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."


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