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          24 ноября 2016        156         0

irrational learning

иррациональное научение

All rational learning presupposes rational assent. And, though we sometimes forget it, not all learning is automatically or even commonly rational. Much that we learn in everyday life is quite distinctively irrational. It is quite possible – and indeed the bulk of human learning is unfortunately of this character — to come to believe any number of things without knowing how or why. It is quite possible, in other words, to believe for irrational reasons; because those around us believe, because we are rewarded for believing, because we are afraid to disbelieve, because our vested interest is served by belief, because we are more comfortable with belief, or because we have ego identified ourselves, our image, or our personal being with belief. In all of these cases, our beliefs are without rational grounding, without good reason and evidence, without the foundation a rational person demands. We become rational, on the other hand, to the extent that our beliefs and actions are grounded in good reasons and evidence; to the extent that we recognize and critique our own irrationality; to the extent that we are not moved by bad reasons and a multiplicity of irrational motives, fears, and desires; to the extent that we have cultivated a passion for clarity, accuracy, and fairmindedness. These global skills, passions, and dispositions, integrated into behavior and thought, characterize the rational, the educated, and the critical person.

See: higher order learning and lower order learning, knowledge, didactic instruction.

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