Article Title：Philosophical implications for the design of instruction
Abstract：
There is a long history connecting philosophy and learning that dates at least back to Plato's dialogues and includes such distinguished modern scholars as Dewey, Piaget, and Vygotsky. More recently the discussion about the relationship between philosophy and learning has arisen in the context of constructivism. Given the long history and prominence of this discussion, it is perhaps worthwhile to revisit foundational concerns linking philosophical perspectives and learning theory, and to explore what implications may exist for the design of instruction. The argument presented herein is that there are philosophical implications for the design of instruction, and, further, that they are poorly understood and not applied consistently.
Keywords: epistemology; instructional design; philosophy of education
DOI: 10.1023/A:1011999926635
Source：INSTRUCTIONAL SCIENCE
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