Beyond Individual Differences

Abstract

It is argued that we should distinguish between categories of description and that which is described. By making this distinction, we transcend the commonplace individual differences perspective in two ways. First, differences between individuals in functioning are not axiomatically interpreted as reflecting individual differences in the traditional sense. Secondly, the differences between individuals described are seen as being relative to the one who is doing the describing. In accordance with this, a description is given of the conception of learning underlying the model of description chosen to characterise learning from the learner's point of view. As far as the learner is concerned, the way in which he conceptualises learning, the way in which he experiences the learning situation and the way in which he performs the learning task are seen as three different aspects of his idea of learning and hence they appear to be logically related to each other. The distinction between relations, which are of a logical and empirical character, is seen as the basis from which we can transcend the perspective of the individual differences and thereby make it possible to study individual differences in a more meaningful way.