Teaching and Learning: Analysis of the Relationships

The article seeks to clarify the relationships between teaching and learning

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What is the nature of the relationships between teaching and learning? Is teaching derived from learning? Is learning derived from teaching? Are the relationships between teaching and learning more complex and less straightforward?

Attempts to clarify the relationships between teaching and learning have been made across educational discourse and continue to be made. The analytic trend in the philosophy of education excelled in this matter (cf. Scheffler, 1960; Peters, 1967; Hirst, 1973), trying to explore relationships between teaching and learning relationships through apriori analytic examination of the terms "teaching" and "learning."

The present article seeks to clarify these relationships differently in three ways: (1) by extracting the teaching-derived-from-learning argument from the educational discourse influenced by the cognitive psychology; (2) extracting the learning-derived-from-teaching argument from the educational discourse influenced by philosophy; and (3) exposing the circular relationships between teaching and learning, and the mutual benefit they both derive from this circularity.