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The relation between language and thought revealed in reflecting upon words used to express the conception of a problem

Anderberg, Elsie LU (1999)
Abstract
The way relationships between symbols and thoughts are created is a general problem in learning, mainly described as "how students' learn to mean". This general problem raises some basic questions concerning how students' relate understanding to words used in learning. The present research provides an alternative perspective on the relationship between thought and language derived from the phenomenographic tradition and from the later philosophy of Wittgenstein. The general aim of the thesis is to analyse, describe and discuss aspects of learning and understanding concerning the relationship between thought and language. In the empirical investigation twenty-seven students from two institutes of higher education, a school of nursing and a... (More)
The way relationships between symbols and thoughts are created is a general problem in learning, mainly described as "how students' learn to mean". This general problem raises some basic questions concerning how students' relate understanding to words used in learning. The present research provides an alternative perspective on the relationship between thought and language derived from the phenomenographic tradition and from the later philosophy of Wittgenstein. The general aim of the thesis is to analyse, describe and discuss aspects of learning and understanding concerning the relationship between thought and language. In the empirical investigation twenty-seven students from two institutes of higher education, a school of nursing and a teacher training college, participated. Qualitative interviewing was the instrument used both to stimulate students' reflection on their expressed conceptions of a particular problem presented and to document their reflection. Contextual analysis was the method used. The results of the empirical analyses are presented in related descriptive categories focusing on to three aspects of learning and understanding concerning relationships between words used and conceptions of a problem; 1) the character of relationships experienced 2) the different qualities in the process of students reflecting on relationships 3) the change of conceptions The theoretical investigation concerns, on the one hand the principle differences between understanding objects of knowledge and understanding language meaning in relation to learning and on the other hand the relationship between thought and language in theories of language meaning and understanding in the philosophy of language. One of the main conclusions drawn is that the proposed identity between thought and language within the theory of representationalism, well represented in social constructivism and individual constructivism, can not be presupposed in an educational perspective on learning as it focuses too much on learning to understand language meaning more than learning to understand objects of knowledge. (Less)
Please use this url to cite or link to this publication:
author
opponent
  • Associate professor Booth, Shirley
organization
publishing date
type
Thesis
publication status
published
subject
keywords
Pedagogy and didactics, conception, understanding, language meaning, Phenomenography, learning, Pedagogik, didaktik
pages
173 pages
publisher
Lund University Press
defense location
Palaestras hörsal
defense date
1999-09-24 10:15
external identifiers
  • other:ISRN: LUSADG/SAPE--99/1042--SE
ISSN
1402-389X
ISBN
91-7966-581-0
language
English
LU publication?
yes
id
5329d356-a399-40f1-be03-32f6908a8e48 (old id 39831)
date added to LUP
2007-06-20 11:15:11
date last changed
2016-09-19 08:44:56
@phdthesis{5329d356-a399-40f1-be03-32f6908a8e48,
  abstract     = {The way relationships between symbols and thoughts are created is a general problem in learning, mainly described as "how students' learn to mean". This general problem raises some basic questions concerning how students' relate understanding to words used in learning. The present research provides an alternative perspective on the relationship between thought and language derived from the phenomenographic tradition and from the later philosophy of Wittgenstein. The general aim of the thesis is to analyse, describe and discuss aspects of learning and understanding concerning the relationship between thought and language. In the empirical investigation twenty-seven students from two institutes of higher education, a school of nursing and a teacher training college, participated. Qualitative interviewing was the instrument used both to stimulate students' reflection on their expressed conceptions of a particular problem presented and to document their reflection. Contextual analysis was the method used. The results of the empirical analyses are presented in related descriptive categories focusing on to three aspects of learning and understanding concerning relationships between words used and conceptions of a problem; 1) the character of relationships experienced 2) the different qualities in the process of students reflecting on relationships 3) the change of conceptions The theoretical investigation concerns, on the one hand the principle differences between understanding objects of knowledge and understanding language meaning in relation to learning and on the other hand the relationship between thought and language in theories of language meaning and understanding in the philosophy of language. One of the main conclusions drawn is that the proposed identity between thought and language within the theory of representationalism, well represented in social constructivism and individual constructivism, can not be presupposed in an educational perspective on learning as it focuses too much on learning to understand language meaning more than learning to understand objects of knowledge.},
  author       = {Anderberg, Elsie},
  isbn         = {91-7966-581-0},
  issn         = {1402-389X},
  keyword      = {Pedagogy and didactics,conception,understanding,language meaning,Phenomenography,learning,Pedagogik,didaktik},
  language     = {eng},
  pages        = {173},
  publisher    = {Lund University Press},
  school       = {Lund University},
  title        = {The relation between language and thought revealed in reflecting upon words used to express the conception of a problem},
  year         = {1999},
}