A Review of "Dewey, Peirce, and the Learning Paradox"

The author of this manuscript raises important questions that need to be addressed by psychologists, educators, and learning theorists. Understanding the "learning paradox" or how people make meaning and increase their knowledge of phenomena is too frequently avoided in discussions of knowledge acquisition. The author does a good job of presenting conceptual and historical underpinnings for the research. My comments are offered under three categories: (a) the authorʹs style of writing and flow of ideas presented, (b) the content of the material presented, and (c) recommendations and implications for future work in the area.