Towards an interdisciplinary design science of learning

Abstract

In a world of increasing complexity, confronting global environmental and social challenges, there is an urgent need to enable people of all ages to learn about themselves, their society and their environment. Yet, there is a surprising lack of attention to what this involves. The study of human learning does not form a major part of teacher education programmes and is disappearing from university Psychology courses. It is as if human learning is just too diffuse and difficult a topic to be studied and taught. © 2009 Springer Berlin Heidelberg.