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Toward a Solution of the Learning Paradox
Carl Bereiter
Ontario Institute for Studies in Education
Efforts to explain learning as a constructive process run into the paradox of having to attribute to the learner prior knowledge that is at least as complex as the new learning to be explained. Although no full solution of this paradox is in sight, it is argued that progress is possible through examination of the wide range of mental resources available to human learners, only a limited range of which are taken account of in current theories. This paper considers 10 relatively neglected resources for the "bootstrapping" of cognitive growth, including chance plus selection, the affective boosting of relevant schemas, the operation of innate biases, and use of spare mental capacity. Implications for educational research are illustrated with reference to recent work on the development of complex composition strategies.
Review of Educational Research, Vol. 55, No. 2,
201-226 (1985)
DOI: 10.3102/00346543055002201
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