Abstract
Abstract
In the face of the dominant constructivist approach in contemporary learning theories, the naturalization of learning should be identified at a more fundamental level than its mere reduction to a biological phenomenon. It should be identified in the pervasive tendency to dispense with the experience the learners make about their own knowing. The trouble in the naturalization of learning can more clearly be realized by the concept of “space of nature/ reason.” The learning process includes bridging between both spaces; such bridging remains disregarded by reducing the learning to the event solely played in the space of nature. Following Buck’s argumentation, we can recognize an experience of a twofold leap from “nature” to “reason” in the procedural structure of learning. The limits of naturalization of learning are demarcated by the genuine condition of learning as experience.