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+## definition
+
+
+### GTIONB8mEe-iHBsuDRVE8A
+Group: __world__ (Public)  
+Created: Fri May 31 08:16:36 2024  
+Tags: definition, learn10tac:ContentDimension, ontology, opinion  
+
+> (1) the whatof the learning action, that is, the learning content and what thelearner would like to learn; (2) the why of the learning action,that is, the learner’s reasons for wanting to learn something. Thesemore content-related dimensions of learning give direction andthey determin
+
+Schraube defines two (plural!) learning dimensions: content and reason.
+Perhaps there it is only one dimension *containing* those two aspects.
+
+
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+
+
+### -2sHnh_2Ee-ySkcv6l8_dQ
+Group: __world__ (Public)  
+Created: Sat Jun  1 09:11:51 2024  
+Tags: definition, ontology, learn10tac:BisectedLearning  
+
+> address the learning content as a fact to be determined bythe teacher
+
+looks close to a definition
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+
+
+
+
+### oE03ChuIEe-qjatIvbdzDw
+Group: __world__ (Public)  
+Created: Sun May 26 17:51:49 2024  
+Tags: learn10tac:ContentDimension, definition, ontology  
+
+> This process is the content dimension of thelearning action
+
+Ah, the very definition of "the content-related".
+
+
+
+
+
+### 9cCdJvNWEe6Roucn4F2V8g
+Group: __world__ (Public)  
+Created: Fri Apr  5 14:15:31 2024  
+Tags: reflection, definition  
+
+> To give this process a name, I build onthe multiple world-exploring movements of the octopus with itstentacles, as well as on Donna Haraway’s concept of tentacularthinking (2016, pp. 30–57) and call it the tentacular learningmovement of learners
+
+Ok, so this theory explicitly, as here baptized, belongs to Ernst Schraube.
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