4 Matching Annotations
  1. Jun 2024
    1. I have to take myself back and free myself fromdisturbing thoughts so that the content of the learning materialand the insights and contexts of experience expressed in it cancome to the fore in me as unhindered as possible, in order to beable to advance my learning action on a new, more comprehensivebasis

      This seems more to relate to freeing oneself of defensive reasoning, tuning in to curiosity as well as keeping oneself within the context of the learning matter. If the content of the learning material does not reflect the learning matter in a way that emotionally relates to the learner's conduct of everyday life, the affinitive learning movement will be hindered by the static and unchanging words in the learning material. Hypothes.is precisely works by letting multiple contexts of experience come to the fore as unhindered as possible.

    2. qualitatively more unfolded learning problem that better graspsthe depth structure of the learning matter, and thus also includethe development of the learning principles applied in the learningprocess

      Qualitative learning leaps constitute the movement to more unfolded learning problems, leading to a better grasp of the learning matter, thereby developing the learning principles applied in the learning process. Qualitative learning leaps thereby constitute the movement of movements, from less depth to more depth, improving comprehension of the learning matter.

  2. May 2024
    1. Conversely, the more depth there is in a learning matter, and themore extensively it is embedded in more complex contexts ofmeaning that are not immediately apparent, the more space thereis for tentacular, world-disclosing learning to develop.

      Tentacular learning therefore must take its outset in a minimally complex context, and digital tools might be able to bridge this gap.

    2. Thismeans that at the beginning of the learning process, the learningmatter appears in the learning problem only in a rudimentary way,and the learning matter is not accessible to the learner in his or herimmediate world view as a whole, but initially only in its ostensible,superficial nature

      The learning matter is never visible to the learner in its entirety, hence the potential for learning. Before learning about a thing, that thing cannot be perceived as more than the categories already established in the learners conduct of everyday life as the prelearned.