Learning and Space Mean Communication

Abstract

This chapter places learning into a wider context and suggests three main categories as modes of thinking: the level of facts, the level of interaction and the level of perspectives. In order to provide a fresh view, learning as such is founded on communication (in several possible forms, including non-spatial e-learning). Successful learning from an evolutionary, global view is seen as enabling realities to actually be changed cooperatively. Didactics is seen as training directed at changing perspectives. Building on a concept of space that is generated by communication, and after a survey of historic approaches to space and cognition from Asia and Europe, learning is understood to be a generic result of the manifoldness of views and perspectives. A core suggestion of this text is: “to accelerate time means to facilitate learning” and vice-versa: “learning means to accelerate time”. An approach of “meta-didactics” is proposed to lead to a competence that is capable of bridging all possible standpoints – especially in the fields of globalization, multicultural comprehension and education towards global peace.