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Using the Findings of Cognitive Psychology in Academic Philosophical Learning Contexts: Some Examples.

  • In this text, the findings of cognitive psychology will be used to tackle certain misconceptions in academic philosophical learning contexts. It will be shown that some techniques that university teachers often recommend and on which students often rely on for working on texts and acquiring the contents of them and other contents – like for example highlighting, notetaking, and summarization – are not that effective for long-term retention. At least not if some aspects are not considered. The aim is to show what empirical research has found out about effective learning and how this can help to create tasks that foster long-term retention of philosophical contents which also helps with training higher-order skills such as applying, reflecting, evaluating, and modifying these contents.

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Author:Patrick Maisenhölder
Document Type:Working Paper
Publishing Institution:Pädagogische Hochschule Ludwigsburg
Release Date:2021/07/23
Year of Completion:2020
Tag:effective learning; learning techniques
GND Keyword:Lernforschung; Lerntheorie
Issue:Journal of Didactics of Philosophy 4 (2)
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Faculties:Fakultät für Erziehungs- und Gesellschaftswissenschaften
DDC class:300 Sozialwissenschaften / 370 Erziehung, Schul- und Bildungswesen
Open Access:Ja
Licence (German):License LogoCreative Commons - CC BY - Namensnennung 4.0 International