How We Learn: Learning and Non-Learning in School and Beyond

By K. Illeris. 2007

573 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6da09a1681bf5d568eca62fd17e7dbac5e8394ee

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Kaisu Mälkki
2. Richard Jordi
3. Sari Lindblom-Ylänne
4. K. Illeris
5. Liisa Postareff
6. C. Beauchamp

Citations in the corpus

• A Comprehensive Understanding of Human Learning (2018, background): “These issues are also taken up in my book How We Learn (Illeris 2007), but in this article I shall only shortly indicate what they are about.”
• Reframing the Concept of Reflection: Consciousness, Experiential Learning, and Reflective Learning Practices (2011, methodology): “I would argue that this is not just a “cognitive dissonance” requiring an “afterthought” as Illeris suggests (Illeris, 2007, p. 66), but that it is instead a complex mix of bodily held feeling, memory, external stimulus, internal emotions, ideas, and new and old information that require integration…”
• Rethinking Disorienting Dilemmas Within Real-Life Crises (2012, background): “In fact, as noted above, there has been criticism concerning Mezirow’s theory in that it emphasizes the cognitive dimension at the expense of the emotional and social dimensions (see Clark & Wilson, 1991; Cranton, 2006; Illeris, 2004, 2007; Sands & Tennant, 2010; Taylor, 2000, 2007).”
• Competence development in the workplace: concepts, strategies and effects (2008, unknown): “In line with these findings, Illeris (2004, 2007) discuss recurrent observations of the basic ambivalence towards participation in educational activities exhibited by people with a short formal educational background.”
• Building on Mezirow’s Theory of Transformative Learning: Theorizing the Challenges to Reflection (2010, background): “The case of long-held emotionally charged assumptions becoming challenged can be seen to refer to the core of the meaning perspective, that is, to the stability of one’s sense of identity being challenged (Illeris, 2007; Mezirow, 1991, 2009).”
• Transformative Learning and Identity (2013, background): “But identity is more than this, as it spans all the dimensions of learning and mental processes: the cognitive, the emotional, and the social as well as the environmental and societal situatedness of this totality (Illeris, 2004, 2007).”
• From reflection to action? Barriers and bridges between higher education teachers’ thoughts and actions (2012, background): “Some of the most influential conceptualizations of reflection in the field of higher education are Kolb’s (1984), Dewey’s (1989) and Mezirow’s (1991, 2000) work (see Cranton 2006; Illeris 2007; Moon 2004).”