Assessment of Dispositions: Philosophy of Education Name: University: Learning theories are used to understand how people learn and how knowledge can be passed from one person to the other. There are numerous learning theories which can be used to understand how knowledge is passed from one individual to the other…
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According to Gail (2006), constructivists are concerned about how the students will regard the knowledge that is being imparted on them by their tutor and therefore it concentrates on the student as opposed to concentrating on the tutor. The second learning theory is humanism whish postulates that people learn from both interpersonal and intrapersonal experiences and intelligence. According to humanism, the learner learns by creating their own meanings with as they interact with the environment and the learner is able to connect the knowledge they have learnt in the past with the knowledge they have acquire in the present (Rukavina & Randell, 2009). These two learning theories are very useful and practical because they recognise the fact that the student has to be involved in the learning processes. Both the constructivism and the humanism learning theories advocate for a hands-on learning for the student. They advocate this because they are predicated on the argument that people create their own knowledge as they engage in the process of learning. According to Bentley, Fleury and Garrison (2010), although constructivism is the most formidable learning theory, the biggest limitation to it is that it has many interpretations, the most famous of which is the least useful one. According to them, for constructivism to be effective as a leaning theory to be used by educators, they must be able to fully understand the core of the theory. According to Bentley et al (2010), most educators fail to understand the inner core of constructivism learning theory and therefore cannot be able to use it effectively and efficiently. Yet, most educators as well as policy makers have a superficial understanding of the constructivism theory of learning and therefore students almost never get to benefit fully from it. According to Jones and Araje (2009), the language used to teach the student sis also a fundamental part of developing the success for the theory. They argue that it is not possible to separate language from the constructivism theory of learning because while the constructivism theory is based in the belief that individuals create their own knowledge, language is the medium of understanding and communicating the knowledge. In this regard, they argue that language is the most important tenet of constructivism theory because if the students fail to understand the language of instruction, they will not be able to benefit from the instruction. Since these two theories are based on the fact that a student creates his or her new knowledge based on the past knowledge and experiences, preconception and misconceptions of the student from past knowledge and experiences can be a very big hindrance to learning (Pritchard & Woollard, 2010). Part II: Question 1 With regard to constructivism theory of learning, students are supposed to be very involved in the construction of their knowledge. This means that the relationship between the tutor and the student is supposed to be two-way and not one way. In this regard, the students are supposed to be very inquisitive and creative in the way they look at issues. As a result, it becomes absolutely necessary for the tutor to be very conversant with the subject matter in order to be able to serve the student (Walker, 2010). As Carr (2003) argues in any pedagogical situation, it is
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