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Diffstat (limited to 'worlding/_theory_learning.qmd')
| -rw-r--r-- | worlding/_theory_learning.qmd | 16 |
1 files changed, 8 insertions, 8 deletions
diff --git a/worlding/_theory_learning.qmd b/worlding/_theory_learning.qmd index 5b3f337..9733259 100644 --- a/worlding/_theory_learning.qmd +++ b/worlding/_theory_learning.qmd @@ -63,11 +63,11 @@ Her drives læringsprocessen af den lærendes egen nysgerrighed, og potentielle konsekvenser af læringen må derfor accepteres, da læringen kun kan finde sted i en levende dialog med omverdenen: -> "In expansive learning, -> the learning process is primarily not oriented toward external demands -> but toward the concrete necessities -> that arise from getting involved in the content of the learning problems" -> [@Schraube2024, s. 36]. +"In expansive learning, +the learning process is primarily not oriented toward external demands +but toward the concrete necessities +that arise from getting involved in the content of the learning problems" +[@Schraube2024, s. 36]. Her ligger den lærendes opmærksomhed på indholdet af det, der læres, fremfor det eller dem, der læres for. @@ -136,9 +136,9 @@ Schraube fremhæver Holzkamps opfattelse, at følelser spiller en central rolle i denne oplevelse af en uoverenstemmelse mellem det lærte og verden. -> "Holzkamp emphasizes that the emotionality of the learner plays -> a central role in the formation of such a discrepancy experience. -> [@Schraube2024, s. 114]. +"Holzkamp emphasizes that the emotionality of the learner plays +a central role in the formation of such a discrepancy experience. +[@Schraube2024, s. 114]. Selve oplevelsen af denne uoverenstemmelse i en følelsesmæssig kontekst er altså et fundamentalt første skridt i læringshandlingen. |