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Abstract In modern educational theory and practice， “education” has commonly become the concept that encapsulates and substitutes the concept of “learning”， whereas “learning” has commonly been taken for granted as the outcome of “teaching”. This substitution and transgression of “education” for “learning” leads to the displacement of the connotations of education and ignorance of the true nature of learning. There is a fundamental difference between “education” and “learning” as human social actions in the aspects of intention as well as the actual progress. Education means to promote development of others， while learning means individual participation and engagement in human social consciousness and the living world. Education and learning are always related to particular forms of knowledge. There are different kinds of occurrence mechanisms of learning in different kinds of cultural knowledge fields. Mimesis-based learning， dialogue-based learning， research-based learning， and liberal-knowledge-based learning are the typical occurrence mechanisms of learning. The implementation of pedagogic action is no more than promoting learning. There ought to be different implementation mechanisms according to different occurrence mechanisms of learning. Making distinctions can lead to wise pedagogic action.
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Received: 07 April 2024
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2024, Vol. 63 
