
## 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.





### -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





### 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.





