Why from Teaching to Learning?

Abstract

This article explores the changes in learning research that have been visible over recent decades. It describes how such concepts as learning, knowledge and learning environment have changed and what kinds of claims these transformations make in education in Europe. At the end of the article the author reflects how education should apply new concepts of learning, knowledge and learning environments in order to enhance quality of life. The important message is that teachers and teaching still play an important role in educational institutions but learning arenas have widened, crossing boundaries from formal settings. Teachers' role as facilitators and mediators is like scaffolding for a new building. It is a process of creating minds through providing new tools based on multidisciplinary learning research, and continuous dialogue with new artefacts, human beings and environments. It is empowering people through learning. The article also illustrates how learning research and education can support each other. As a case, the author describes the major results of the Finnish national research programme entitled Life as Learning, and new initiatives to promote learning research through the multidisciplinary CICERO Learning Network. In many European countries corresponding research initiatives have been launched. The author claims that a stronger international cooperation of national research programmes and wider multidisciplinarity would provide more additional value, and sets these as a future challenge in Europe.