Lerngrenzen - interdisziplinäre Befunde zwischen Phylogenese und Ontogenese.

Autor/in	Krebs, Uwe
Titel	Lerngrenzen - interdisziplinäre Befunde zwischen Phylogenese und Ontogenese.
Quelle	In: Bildung und Erziehung, 62 (2009) 2, S. 191-206Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	deutsch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0006-2456; 2194-3834
Schlagwörter	Anpassung; Behaviorismus; Entwicklungspsychologie; Lernfähigkeit; Erkenntnis; Lernen; Lerntheorie; Begabung; Abstammungslehre; Evolutionstheorie; Gehirn; Hirnforschung; Mensch; Neurobiologie; Tier; Geschichte (Histor); Kulturgeschichte; Ethnologie; Physiologie
Abstract	Boundaries of learning are examined with reference to biology, psychology, archaeology, and ethnology; epistemological and systematic considerations justify this approach. Chapter one deals with phylogenetic, chapter two with ontogenetic and intra-individual boundaries of learning. Chapter three reflects 'culture and boundaries of learning' in a diachronic and synchronic perspective; data from archaeology in diachronic order show that already palaeolithic groups had to transfer knowledge inter generations, whilst boundaries of knowledge were set by group-size and the capacity of the human brain. The synchronic perspective of ethnology supplies additional data which indicate boundaries of learning as formed by its social structure. Finally, some general conclusions are drawn as to individual learning, preferably in schools. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/1