Cultural-Social Theories Mediated Learning - Term Paper Example

Cultural-Social Theories "Mediated Learning" Psychology August 16, 2007 Cultural-Social Theories "Mediated Learning" Abstract The paper defines the process of mediated learning and its application to immigrant students in internalizing the other culture. It elaborates on Vygotsky’s and Dr. Reuven Feuerstein’s ideas for this purpose. It explains in detail the characteristics of mediated learning providing relevant examples. The theory of psychological tools is discussed and its implication elaborated upon. Further the four-fold matrix developed by Kozulin is discussed and the relationship between mediated learning and psychological tools is highlighted. Finally the ways is which mediated learning can be brought into effect in various ways is stated. Background The theory of Mediated Learning Experience (MLE) was developed by Dr. Reuven Feuerstein thirty years ago which complements the earlier works of Russian researcher Lev Vygotsky who saw mediation as a source to assist the learners in developing their cognitive processes. A systematized culture-centered approach to cognitive skills was proposed by Vygotsky and his collaborators in 1920s and 30s (John-Steiner and Mahn, n.d.). According to him, the cognitive processes develop due to the socio-cultural influences that impinge upon the individuals in different cultures. These become the psychological tools which are again culture specific. Psychological tools include signs, symbolic and literacy systems, graphic-symbolic devices, formulae found in a particular culture (Kozulin, n.d.). These act as the determining agents of cognitive differences in different people. To this Feuerstein adds that the non availability of mediated learning for an individual in a particular culture makes it difficult for him to establish the generalizations to other cultures (Kozulin, n.d). Thus both Vygotsky and Feuerstein emphasize in different ways that the acquisition of psychological tools is a necessary condition to develop cognition. This acquisition can be accomplished by mediated learning. Definition and Characteristics Mediated Learning Experience (MLE) can be defined as an interaction between a learner and a person. That person is called a "mediator". This mediator is very different from an ordinary teacher. He provides appropriate motivation for the learner and examines how the learner responds to it. Thereafter an interaction takes place where the teacher praises, grades, criticizes or encourages the learner. The concern of the mediator is not limited to look for answers to the problems that are faced by the learner. Instead the mediator examines how the learner approaches and solves the problems. The mediator only acts as an agent in structuring the learner’s thinking process. This interaction between the mediator and the learner is characterized by three elements. Intent, Meaning and Transcendence (Duane H. Fickeisen, 1991). Intent refers to the intent of the mediator, who helps the learner to focus his attention on a particular thing. For instance, when a child plays with blocks, the mediator should help him focus his attention on how he can pile up the blocks one on top of other. In other words, the mediator should help the learner to take forward his thought processes and help him discover the latent meanings. “The point is that the mediator makes sure that the learner goes beyond the immediate needs of the situation, in some manner which would not occur without the mediator's focusing behavior” (Duane H. Fickeisen, 1991). The second characteristic is meaning. Along with focusing the attention of the learner, the mediator should also be able to interpret that experience for the learner so that he is engaged with that activity or experience. For instance, in the earlier example, the mediator can interact with the child and point out how he can form various shapes by piling up blocks; or how he can make a house or a tower. That is to say, when meaning is imparted to that experience, the learner should be able to see what he has accomplished. Transcendence refers to connecting the specific and the general. That is, the generalizations that are established in the learner’s mind should be carried forward and applied to other situations. The thought processes should be established in such a manner that the learner is able to utilize them in different contexts. For instance in the earlier example, the child has internalized the process of building with blocks, which can be internalized by him and applied to other situations; say for instance building with boxes or making shapes out of tiles, etc. Psychological Tools Vygotsky considered the psychological tools as a medium to connect the external and the internal (Wertsch and Stone, 1985 as cited in John-Steiner and Mahn, n.d.). That is to say the individual and the social processes that influence him get connected. “Knowledge is not internalized directly, but through the use of psychological tools.” (John-Steiner and Mahn, n.d.). Cultural artifacts such as books and videotapes are also a means to understand culture. Language is another psychological tool which is culture specific. The paint brush, the computer, calendars, and symbol systems are other such tools which help in appropriation of knowledge. (Salomon and Perkins, 1998). From a socio-cultural point of view, these cultural artifacts have been placed culturally and historically infused with meanings and assumptions since generations as they formed. Thus as Vygotsky’s colleague Leontiev (1981) states, “children cannot and need not reinvent the artifacts that have taken millennia to evolve in order to appropriate such objects into their own system of activity. The child has only come to an understanding that is adequate for using the culturally elaborated object in the novel life circumstances he encounters” (Quoted in Newman, Griffin, & Cole, 1989, p. 63 as cited in John-Steiner and Mahn, n.d.). Psychological tools are directed internally and are appropriated during activity. They thereby help develop the cognitive processes. Thus, the psychological tools are developed only when the individuals are exposed to their socio cultural experiences which demand an active involvement in their cultural activities. Mediated learning becomes important if the new generation is required to internalize the culture. They should be mediated to the socio cultural influences to which they belong. According to Wertsch (1994), “[Mediation] is the key in his approach to understanding how human mental functioning is tied to cultural, institutional, and historical settings since these settings shape and provide the cultural tools that are mastered by individuals to form this functioning. In this approach, the mediational means are what might be termed the "carriers" of sociocultural patterns and knowledge” (p. 204 as cited in John-Steiner and Mahn, n.d.). The function of mediation is also applied to the development of higher psychological processes like written language, numerical system, etc. by Vygotsky. According to him, these processes are developmental processes which are characterized by a constant dialectical change(John-Steiner and Mahn, n.d.). He stated that man and nature influence each other simultaneously through their interaction. Man thereby creates new conditions in the nature for his existence. An individual acts upon and is acted upon by the social, historical, cultural, and material processes which include brain activities. Interaction between Mediated Learning and Psychological Tools Mediated learning becomes important because the psychological tools should not only be available to an individual, but for cultural appropriation, such tools should be mediated to him. Kozulin (n.d.) speaks of the following four-fold matrix of interaction between MLE and Psychological tools: 1. Positive MLE/Tools available; 2. Positive MLE/Tools unavailable; 3. Deficient MLE/Tools available; 4. Deficient MLE/Tools unavailable The first condition assumes that there is availability of psychological tools. At the same time the child in question has also internalized higher order psychological tools as written language, numerical system, etc. However there should also be proper mediation to help the child go beyond the surface meanings. According to the author this includes, ability to read for meaning, to understand mathematical problem solving rather than mechanically performed arithmetic operations and so on. The next condition assumes the nonavailability of psychological tools. That is to say the child doesn’t acquire formal education and therefore there is a lack of higher order psychological tools. However there is appropriate mediation of the culture to which the child belongs and is sufficiently equipped with basic aspects of learning. The next condition assumes that the subject had no proper mediation though higher order psychological tools were available. For example when individuals take formal education in one cultural setting and are exposed to a new kind of education, they are unable to internalize it because of the incongruence in both the educational patterns. The final condition assumes that there is neither proper mediation nor the availability of higher order psychological tools. This takes place when individuals are displaced due to famine or earthquakes. These four conditions are explained by him as a major factor as to why there are cognitive differences among individuals. At the same time he also states that these conditions can be changed with proper mediation and a sufficient availability of higher order psychological tools. Outcome of Mediated Learning Collaborative Learning In order to develop the cognition, proper mediation is very necessary. One way of accomplishing this is collaborative learning. Vygotsky (1978) developed the concept of the zone of proximal development (ZPD), which he defined as "...the distance between the actual developmental level as determined through independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers" (p. 86, as cited in John-Steiner and Mahn, n.d.) In contrast to superficial internalization with limited ideas, social interaction results in co construction of knowledge. When meaning is the product of sustained interaction, it results in the creation of new knowledge. According to Chang-Wells & Wells (1993) "...[I]t is at points of negotiation of meaning in conversation that learning and development occur, as each learner's individual psychological processes mediate (and at the same time are mediated by) the constitutive intermental processes of the group" (p. 86 as cited in John-Steiner and Mahn, n.d.) There should be a co-construction of knowledge, a result of an interaction of the learner and the mediator. This should be the main function of the mediator. From a socio cultural point of view, when different individuals from varying cultures, interact and contribute to the learning process, there is cooperative learning and the knowledge is also co constructed. At the same time knowledge is inextricably intertwined with the activity that takes place. As a result the knowledge is situated (Salomon and Perkins, 1998) Literacy and Learning Another function of mediated learning is the role of literacy in influencing an individual’s learning. According to Scribner and Cole (1981) the cognitive processes are influenced by different literacy practices (as cited in John-Steiner and Mahn, n.d.) They further state that literacy and schooling are independent of each other. As Vygotsky states, for an effective learning environment for literacy acquisition, “teaching should be organized in such a way that reading and writing are necessary for something....that writing should be meaningful....that writing be taught naturally....and that the natural methods of teaching reading and writing involve appropriate operations on the child's environment” (as cited in John-Steiner and Mahn, n.d.) This is also affirmed by Kathy Greenberg when she says that children in classroom are taught “isolated skills”. “if you isolate skills, you must help students place them in the context of the real world, or they will have many difficulties using them when they are needed in real life situations - as well as difficulties in learning them in the first place. If you don't help the learner find personal relevance in the skills, then you've created a worse problem.” (Duane H. Fickeisen, 1991) She states that proper learning will take place only when there are “personally relevant exercises” All that has been presented in the paper about mediated learning can be seen best in the case of multicultural students. When a culture comprises of immigrant students, the demands of the new culture and education is incongruent with their earlier learning experiences. Thus mediated learning as discussed above is going to equip the immigrant student with the basics of learning. At the same time the psychological tools will eliminate the incongruence faced by the learner. As Kathy Greenberg says, the implications of mediated learning are not limited to those discussed above (Duane H. Fickeisen, 1991). In fact every kind of learning can benefit from the principles of mediated learning as human beings evolve. When applied to educational institutions, all the children are going to benefit; even those who have been marginalized by the traditional modes of one way interaction in the classroom situation. Thus Feuerstein’s Mediated learning experience and Vygotsky’s socio cultural theory emphasizing the role of psychological tools in human cognitive development are important aspects of human development. It also shows a different approach to the cognitive processes by stressing the nature factor in development. Moreover, it treats learning as an activity to be engaged in and not as a measure of one’s development. References Fickeisen D. H.,(1991 Winter ) Learning How To Learn :The Mediated Learning Experience (MLE) can help you overcome learning blocks - and awaken you to the process of learning itself, An Interview with Kathy Greenberg [Electronic Version]The Learning Revolution (IC#27), p.42 Kozulin A., (n.d.). Mediated Learning Experience and Cultural Diversity. Retrieved August 15, 2007, Salomon, C., Perkins, D.N., (1998) Individual and Social Aspects of Learning [Electronic Version] Review of Research in Education, Volume, 23.  Vera John-Steiner and Holbrook Mahn (n.d.) Sociocultural Approaches to Learning and Development: A Vygotskian Framework Retrieved August 15, 2007, Read More