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Towards a Comprehensive Theory of Human Learning (Lifelong Learning and the Learning Society) (Paperback)

by Peter Jarvis (Author) "Learning is like food, ingest it and it will enrich the human being: unlike food, it is difficult to have too much ..." (more)
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Product details

  • Paperback: 232 pages
  • Publisher: Routledge; 1 edition (15 Dec 2005)
  • Language English
  • ISBN-10: 0415355419
  • ISBN-13: 978-0415355414
  • Product Dimensions: 22.9 x 15.5 x 1.5 cm
  • Average Customer Review: 3.0 out of 5 stars  See all reviews (1 customer review)
  • Amazon.co.uk Sales Rank: 228,926 in Books (See Bestsellers in Books)

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Review

'It is easy to see how Jarvis’s views are heady and stimulating intellectual fodder for workshops, and certainly learners must feel empowered by being treated as the ultimate and privileged sources of knowledge about learning. Jarvis is intellectually eclectic on a grand scale, and attempts to contextualise his views within existentialist philosophy, phenomenology, social anthropology, psycho-analysis, and many other schemes of thought. All of this is accomplished with great zest and verve.'

- British Journal of Educational Technology Vol 38 No 2 2007



Product Description

This book assesses theories of learning across all ages to construct a new model for analysing how humans learn.
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Learning is like food, ingest it and it will enrich the human being: unlike food, it is difficult to have too much. Read the first page
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4 of 4 people found the following review helpful:
3.0 out of 5 stars This book needed to be written, but not read., 23 Mar 2008
By jsa (UK) - See all my reviews
Exasperating! I bought this book partly on the strength of Jarvis' reputation and finding his previous work perceptive and useful. However, my experience was of climbing an unrelenting (although not particularly demanding) slope, with no apparent rewarding view at the end.
Jarvis sets out to provide a "comprehensive" "theory" of human learning. I have deliberately punctuated those words separately. It is exclusively theoretical; there may have been one or two references to practice in passing, but if so, I missed them. So the whole account is several feet above the ground. Only in the second part (a mere quarter of the book) do "conventional" learning theories get a look in. Until then, the discourse is basically philosophical (not a problem in itself, of course).
A "comprehensive" account is more of a problem, in several ways;
* trivially it is not comprehensive in the sense of covering all the relevant ideas,
* more important, it attempts to unite a range of different theories stemming from different positions and leading to different conclusions, some of which are not compatible, within the framework of Jarvis' own model of learning. In this sense the book has the air of tying up loose ends.
* And it poses the question, "why"?
Why is this necessary? It reifies the theories; it treats them as important in their own right (although largely holds off from critiquing them until part 2) rather than asking what they are for. I can understand that Jarvis might want to do this. Indeed perhaps it needed to be done. But very few people need to read it.
I was left with two impressions;
* I annotated the book as if I were a student looking for quotes to put in an essay, until I caught myself at it. Why was I becoming a surface learner in reading it?
* My recurring image, as I struggled to remember what I read the day before, was of trying to fill a bath without putting the plug in. The lack of connection with the real world, the absence of any illustrative material, meant that it sady never really connected with me. (But I went through the bibliography; I've read and found useful at least half of what Jarvis refers to. So what happened to it?)
Sorry! Get it from a library before you think of buying your own copy.
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