Fostering superficial learning

Different views of learning and what it means to follow rules are discussed. The activities, the language and context of expertise and knowledge have traditionally often been neglected and underestimated as something ancillary to the real knowledge which lies ‘beyond’ such surface manifestations. The primacy of ‘superficial’ aspects are argued for. It is further argued that these should be more emphasis and fully appreciated. The goal of fostering ‘superficial’ learning is suggested, i.e. an emphasis on practical activities, the use of the language of the domain to be learned and getting familiar with the new culture. A case study is presented and discussed in terms of this theoretical viewpoint.