FORMAL EDUCATION

This article relies largely or entirely on a single
source. Relevant discussion may be found on
the talk page . Please help improve this article
by introducing citations to additional sources.
(February 2018)
Formal learning is education normally delivered
by trained teachers in a systematic intentional
way within a school , higher education or
university. It is one of three forms of learning as
defined by the OECD, the others being informal
learning, which typically takes place naturally as
part of some other activity, and non-formal
learning, which includes everything else, such as
sports instruction provided by non-trained
educators without a formal curriculum . [1]
Formal learning theory
Formal learning theory is the formal study of
inductive problems and their intrinsic solvability
for both ideal and computable agents. Modal
operator theory has very little to do with formal
learning theory especially with respects to
1. The significance of method and
methodological recommendations.
2. The idea of weakening the convergence
criterion in order to get more problems
within the scope of reliable inquiry.
The origin of formal
learning theory
Research on logical reliability theory was first
pursued under the name formal learning theory,
given to the discipline by (Osherson et al.
1986). This name is somewhat misleading, as it
suggests a study of how cognizers learn. With
this in mind, Kevin Kelly renamed the approach
computational epistemology (1991, 1996), which
reflects its historical roots in computability
theory while avoiding misinterpretation.
Computer scientists are in the business of
recommending and providing programs and
algorithms for various empirical purposes. From
this perspective learning is about reliable
convergence to correct answers on various
empirical questions. Thus learning theory is the
formal study of inductive problems and their
complexity and solvability for both ideal and
Turing-computable agents.
In the middle of 1960s, (Gold 1967) applied
formal learning theory to theories of language
acquisition in which a child is asked to reliably
converge to a grammar for its natural language.
Very briefly, languages are modeled as recursive
enumerable sets (or r.e sets) and a child is
conceived as a function required to converge to
a correct r.e index for a given set over all
possible enumerations of the set. About the
same time H.Reicherbanch's students, Hilary
Putnam (Putnam 1963) applied learning theory
to criticize Carnap's confirmation theory. Putnam
at tempted to show Carnap's justification
standards for a probabilistic theory of
confirmation, there exists a hypothesis the
Carnapian extrapolation algorithm cannot learn
even given every possible instance of the
hypothesis. Further mathematical treatments of
the problems of induction were provided by
(Blum and Blum 1975) and (Angluin 1980).
Formal learning theory never really caught on
among philosophers, perhaps because
philosophers found it hard to see how the formal
results concerning induction apply to classical
philosophical. Due to the work of Kevin T. Kelly,
Clark Glymour, Dan Osherson and others, formal
learning theory has been adapted to questions in
philosophy of science, methodology and
epistemology.
Logical Reliability
Formal learning theory offers a well-defined
notion of reliability for methods, which
importantly does not serve as a condition for
knowledge. Though it is not an epistemological
paradigm in the traditional sense, learning theory
can play an important role in knowledge studies.
See also
Educational stage
Learning society
Nonformal learning
References
1. ^ "Recognition of Non-formal and Informal
Learning - Home" . OECD. Retrieved 9
March 2014.
External links
http://mot.ruc.dk/flt.htm
Content is available under CC BY-SA 3.0
unless otherwise noted.
Terms of Use • Privacy • Desktop