I 1993 udgav Klaus Holzkamp en omfattende bog om læring med titlen: Lernen: Subjekt- wissenschaftliche Grundlegung. Forud for udgivelsen holdt han et oplæg ved Det 6. in- ternationale kritisk psykologiske ferieuniver- sitet i Wien i 1992. Temaet for seminaret var: Læringsmodsætninger og pædagogisk hand- ling. Denne artikel er baseret på Holzkamps oplæg: Die Fiktion administrativer Planbarkeit schulischer Lernprozesse og på den engelske oversættelse: The Fiction of Learning as Ad- ministratively Plannable.
I artiklen tager Holzkamp, med referencer til Foucault, udgangspunkt i en historisk ana- lyse af skolesystemet. Herigennem viser han hvordan skolen, trods idealer om tildeling af lige muligheder for alle, tildeler eleverne ulige livschancer. Da undervisning ofte sidestilles med læring taler Holzkamp om en “under- visnings/læringskortslutning”, som også ka- rakteriserer størstedelen af de psykologiske læringsteorier. Det betyder, at de subjektive læringsinteresser generelt eksluderes både fra uddannelsessystemet side og i de videnska- belige analyser. Holzkamp viser, hvordan un- dervisnings/læringskortslutningen og ensret- ningen af undervisningen/evalueringen ofte betyder, at eleverne ses som uvillige eller ude
af stand til at lære. I modsætning til de udbredte forståelser af læring som resultat af docerende og færdigpakket undervisning, sigter Holz- kamp mod at udvikle en kritisk psykologisk forståelse af læring fra det lærende subjekts ståsted, standpunkt og perspektiv.In 1993 Klaus Holzkamp published a com- prehensive book on learning called Lernen: Subjektwissenschaftliche Grundlegung. As a forerunner he gave at talk on learning at the 6th International Summer University of Criti- cal Psychology in Vienna 1992. The theme of the meeting was: Contradictions in Learning and Educational Actions. This article is based on his talk called: Die Fiktion administrativer Planbarkeit schulischer Lernprozesse and its English translation: The Fiction of Learning as Administratively Plannable.
Holzkamp takes his point of departure in a historical analysis of the school system with references to Foucault’s analysis of power. Through this he shows how schools are giving unequal life-chances to the pupils by objecti- fication and standardized evaluative systems. As teaching is often juxtaposed by learning in education Holzkamp talks about a teach- ing/learning circuit, which also characterizes the vast majority of psychological theories on learning. This means that the subjective interests of learning are generally excluded,
both from the educational system and from scientific analysis. Holzkamp shows how the teaching/learning circuit and the rectification of education often mean that pupils are seen as unwilling or unable to learn. Contrary the common notion of learning as teaching in a didactic way, Holzkamp aims at developing a critical psychological concept of learning from the position, standpoint and perspective of learning subject
