Divine Revelation and Human Learning
Chapter 4
Knowledge and Personal Identity
(Chapter 4.pdf 110kb)
Demonstrates that the importance of affect in cognitive processes is a reflection of the social context of all learning and in particular of the vital importance of identity formation and defence.
The Social Context of Learning
Schemata are also shared frames of reference – taking the stance of the other: why Piaget was wrong – Lev Vygotsky and the zone of proximal development – children learn by taking over the schemata of other
Psychosocial Development
Primary socialisation – Erik Erikson and psycho-social development – the crisis of autonomy – the crisis of identity
Self and Others
'Knowledge of oneself is a developmental achievement' - socialisation - play and 'the game' - reference groups
Identity Formation as the Motive for Learning
Identity or self-schema is the dominating schema for all our knowledge – identity is an item of tacit knowledge – the 'I-me' relationship – 'this evaluative relationship, lying at the heart of self-relation, is the matrix of the learning process – all learning involves a change of identity – identity formation and defence is the principal motive for learning