ABSTRACT
To understand the significance of digital technology in human learning, a precise concept of the human learning activity is crucial. Therefore, this chapter is concerned with rethinking and refining the concept of learning. Although learning is a phenomenon that has been studied extensively, there is still much confusion and unclarity about exactly what kind of activity it is. A well-founded theory of learning is lacking, especially in the study of digitalization, learning, and educational practice. Based on a critique of the still widespread instrumental, too subject- and worldless language of learning, the chapter unfolds an understanding of learning as a worlding practice. On the one hand, it shows how a world-disclosing concept of learning is grounded in the learners’ conduct of everyday life and transcends the common bisection of content and method of learning. On the other hand, it explains the distinctive form and interior structure of learning as worlding practice, including its essential elements and dimensions, thus establishing a basis for examining the significance of digital technologies in human learning.
