Explaining Cooking, a Learning Activity, Using Cognitive Learning Theory - Report Example

Name Tutor Task Date Explaining Cooking, a Learning Activity, Using Cognitive Learning Theory Introduction Learning is considered as a somewhat complex aspect that has lead to evolvement of a wide range of research in order to unfold the mystery behind this unique process. As a result, researchers as well as philosophers have come up with a number of theories describing learning. Each of these particular theories has laid down aspects that tend to justify its viability in terms of explaining learning process. While still explaining how viable a theory is, there also comes about aspect of criticizing the other theories for being inefficient in explaining learning process. The available learning theories include; cognitive, humanism, behavioural as well as aspect of social learning. The identified learning activity in this particular case is cooking and will be explained using cognitive theory. A plain description of cognition defines it as the actual knowing of something. Cognitive theory aims at putting forth an explanation of human behaviour with regard to its relation to mental analysis (Shaffer, 2008). This particular theory argues that mental process has a very significant role to play in learning. It goes ahead to argue that as much as behaviour is important in learning, knowledge of something or an idea needs to be integrated in human beings’ brain in order to bring forth a rather reasonable outcome. In this theory, human beings are believed to adopt capability for considerably sophisticated thoughts as they grow. It is this adopted information that is expected to be applied later in life as it is integrated with information provided in present life. It is believed that people tend to undertake an organisation of learned information which creates a reasonable platform to synthesise new information linking it with the presently provided ideas for a better understanding in the long run. A number of people may consider cooking art as something that is so obvious and can only be exercised by a selected group of people either in the community or in a family. However, modernisation has brought about a change of things as well as overall perception of cooking aspect (Khan, 2003). Cooking is now considered as an aspect that apart from being exercised at home as a routine or even more to entertain visitors, it can also help one earn a living out of it. It from this kind of realisation that proper learning of cooking art is derived and follows the need to identify a considerably viable criteria to effect this kind of learning. Learning cooking activity can be exercised in a wide range of avenues depending on where the acquired information needs to be applied later on including at a recognised cooking school, home or even an already running business entity like a restaurant (Shaffer, 2008). It is argued that the basic aspect required prior to undertaking the learning of cooking at whichever level is passion for it. At a closer observation, passion occurs in the mind which then proceeds to control the rest of the body in exercising it practically. This means that mental process needs to be accorded priority in providing actual learning required in order to provide expertise in this area. Cooking skills can be learned practically but also needs an open minded person who is rather creative. This is because, the application of whatever information provided can be done widely and it is at this point that a creative mind is pointed out from the crowd. Considering the impact of cognitive aspect during provision of cooking knowledge, it is important to ensure that great stress is laid on the actual significance of surrounding environment as well as behaviour. Therefore, is becomes necessary that the party assuming the important role of knowledge provision formulates teaching techniques that enables a rather effective learning process through application of thoughtful instructional resources (Khan, 2003). The provision of viable thoughtful instructional material is found to engage human mind in a considerable effective kind of thinking process particularly when it is followed by a series of discussions with like-minded parties. In the real sense, it is believed that when one directs is/her thoughts to certain norms, learning capability become enhanced hence resulting to efficient application of perception, awareness as well as reason. In regards to cooking, the brain needs to be driven to perceive the activity as a dynamic aspect requiring a very reasonable thinking process in order to be positively different in the actual application as well as in ultimate results provided. Cognitive theory application in the process of learning cooking is considered very essential especially when one realises that there is more to cooking than just exerting heat to food. It requires a cook to make some decisions prior to cooking in order to come up with a balanced diet for a particular meal (Khan, 2003). In learning cooking as an activity more so in professionalism, the basic aspect of putting into consideration the various provisions of balanced diet entities becomes very necessary. For instance one need to apply the knowledge of the effect that heat has on proteins when cooking. In this case, a teacher makes it known to students of the effect that heat has on food but it is for the student to apply the already acquired knowledge in practice and be in a position to recognise when the proteins are ready and when not. A recipe for a certain meal may be predetermined and provided to a student for reference during cooking but this is not enough proof that the resultant meal will be perfect, well balance and appetizing. It requires some level of reflection normally borrowed from the already provided information even from different recipes in order to come up with a very desirable meal. For instance, prior to training, a student may have a perception that there is a specific degree at which all proteins needs to be cooked in order to give an ideal result but later the teacher points out that there are different kinds of proteins therefore different preparation methods to be applied. For instance, upon heating, some protein categories like that found in meat products tend to become more firm as they lose constituent liquid. On the other hand, it occurs that some other protein categories like collagens forming connective tissues within the meat products normally breakdown when heated in moist heat. In this case, meat product meals can provide different results depending on the desired texture hence demanding variable heat temperatures as well as general preparation process. From this particular learning session, a student whose previous belief was that all that matters in protein preparation and cooking is a certain heat level, becomes equipped with some different kind of information all together. From this activity, cognitive theory aspect comes in handy as it shows the importance of changing one’s way of thinking as well as outstanding beliefs hence the resultant behaviour change (Shaffer, 2008). Just like any other learning activities, cooking entails learning. Scores of people may fail to understand what there is to learn in cooking. Of note is that every facet of learning can be integrated in cooking actions. This may include textures, colours, and measurements, pre-science as well as visual awareness. Cooking does not only involve using stove or oven but it instead involves getting viable means to integrating cooking and learning. People learn new words for different types of food each day. They learn how to follow a particular direction in order to produce the best. The learning process begins with the first step whereby the person involved in these activity needs to have knowledge on what ingredients he/she is required to use for a particular diet. Cooking requires Knowledge about measurements of ingredients this can be grouped under procedural knowledge. As indicated earlier, cooking is not putting any kind of food on the oven and heating. It entails a particular procedure which needs to be followed. Procedural knowledge entails knowing how to carry out a task in the most correct ways. This is an essential requirement as far as cooking is concerned (Khan, 2003). The act of cooking may as well require propositional knowledge which is usually based on facts. It is evident that there are numerous facts about cooking that need to be ascertained before engaging into the cooking activity. From this reason we can ascertain that there requires ample knowledge in cooking since it is not just any activity that can be performed without proper application of brainpower. Embracing healthy cooking is another aspect that requires considerable knowledge. What entails a balanced diet which is crucial in human health is quite significant. One cannot sit back and prepare a meal whose constituents offer no benefits to the human body. A proper recipe need to be adapted which offers directions on how the cooking process should be carried out and with what types of ingredients. In every process that is involved in cooking there requires to be a developed knowledge which should be deployed in intervals. One cannot just cook without an elaborate procedure. It occurs that the actions in which a particular skill is build up and deployed are inseparable to cognition and learning. Such activities are components of what is cultured. While certain occurrences might be thought to offer knowledge through the actions being performed, cognition and learning are entirely involved in all activities (Khan, 2003). As a fact cognitive learning theory offers learning through mental processes. Human beings make choices that they believe construct meaning to them by generating useful information which offers guidance on whatever activities they are carrying out (Slater & Bemner, 103). Cooking requires application of prior knowledge. As opposed to social learning theory where learning is acquired through observation of human behaviour, cooking requires one to have full knowledge before engaging in any cooking activity. It could be interesting to learn how to cook by observation without acquaintance of foods and nutrition. While it may work, looking at simple patterns may not actually help much. For instance, one may adapt a pattern of cooking meat probably with vegetables or other constituents. However, the question is, does the person learning through observation understand the reasons why vegetables are incorporated in the diet. Is he/she aware of what benefits the ingredients of a particular diet have? In order to understand such issues, there requires some prior knowledge on use of vegetables with meat. It is therefore necessary to rely on a particular pattern for knowledge rather than look at isolated events which may offer very little regarding a particular activity (Shaffer, 2008). Human memory acts to process and store data. Prior skills help in activities such as cooking which is the major focus in this brief over view. What we have gained in regard to cooking is quite crucial. It offers the idea that cooking is not a mere activity which requires no skills and which can be done by any person. It is a learning aspect that entails interest and understanding. If one lacks understanding and knowledge, then she/he cannot at any circumstance cook. Remember that the memory of human beings enhances learning. For instance, there are various methods which are employed in cooking. These numerous methods are suitable in a particular form of cooking. Of note is that there are scores of plans, procedures and designs used in preparing, actual cooking and serving food. There are other specialised foods which require different attentions. Methods of cooking are many but are not suitable for all types of food (Slater & Bemner, 103). So what the cook needs is to have a clear memory that will help him/her differentiate which method is suitable for what food and what procedure to follow. Can one learn this by observing? Experienced cooks understand cooking requires prior knowledge which is processed through our mind. Despite the fact that cooking activities are gradually built up through practice and actions, they are conceptual self-contained units that requires prior knowledge which subsequently promotes development of excellent cooking. It is therefore necessary to put into consideration the conceptual knowledge that is encompassed in human mind. It is important to note that one can comprehend cooking through application of ingredients, methods as well as other useful tools which helps in creating advancement, clear understanding as well as adapt suitable and excellent cooking activities (Shaffer, 2008). Knowledge is a necessary tool in cooking. Simple acquisition of cooking concepts cannot help in cooking activities if knowledge of food groups, cooking techniques, procedures to mention but a few is not advocated for. It is easier to purchase food items and it proves hard to cook the food if knowledge of the food items and cooking is not available (Khan, 2003). Learning is a continuous activity and so is cooking. Each day we are introduced to different recipes, cooking equipments and apparatus due to technology advancement. In this regard prior knowledge on the already available recipes, cooking apparatus is necessary due to the fact that technology advancement is the modification of the already available technology. Organization of mental skills and human mind is crucial in cooking. The data processing through human mind is necessary to make cooking a success. Remember that human memory hold information programs while the mind acts as the core processor which enhances reasoning, thinking as well as make decisions. All these aspects are necessary in cooking activities. As indicated earlier there are different food group, recipes and methods of cooking which requires prior knowledge which is enhanced through human brainpower. Therefore reasoning, thinking as well as decision making which are all mental processes are essential in the central activity that is being discussed. This entails metacognitive knowledge which helps in manipulating as well as accessing cognitive program (Slater & Bemner, 103). Metacognitive knowledge helps in dealing with changes and modifications as well as dealing with original occurrences. Metacognitive knowledge is quite essential since it helps people to think rationally and deliberately chose the most effective cooking strategies. Cooks definitely require knowledge in underlining major features which have been altered in their cooking methods, recipes as well as their cooking equipments. Changing dimensions which are predominant in cooking fraternity also needs explicit and tacit dispositional knowledge’s. People engaging in cooking activities are required to prepare them to build up their approach to modifications as well as new conditions in cooking (Shaffer, 2008). Confronting and responding to new cooking methods, equipments is multi-dimensional and complex and it is for this reason that dispositional knowledge is needed. As a result, human mental processes are crucial in cooking. Channels of Obtaining Knowledge Gaining the different types of knowledge required for cooking needs one to have a sound mind since all this information is processed and stored by the human mind. Adequate knowledge on cooking can therefore be understood through the human thinking process which involves cognitive learning theory (Khan, 2003). A proper evaluation of declarative knowledge, processes which include goals, personal disposition, decision, deliberation and metacognition are also required in gaining knowledge about cooking. However, it is necessary to synthesize knowledge and concepts from cognitive psychology in order to produce good service in cooking. Cooking knowledge can be acquired through observation, reading books, magazines as well as adequate cooking practice. Nonetheless, in order to attain the knowledge required for cooking reasonability, brain power is necessarily since cooking knowledge is not simply instilled in our mind. A thought process is required which will then create understanding and rationality. Having beliefs that relate to cooking also helps in attaining knowledge about types of foods as well as their cooking methods. Generalized skills, contextual framework as well as metacogntion functions are key contributors to all types of knowledge required for cooking. Automatic learning which obviously entails reasoning is another method of attaining knowledge. Cooking knowledge can also be based on intelligent information which requires human brain in order to synthesize that particular acquired knowledge. Strengths and Limitation It is important to note that cognitive theory is an aspect of planned behaviour. It is a theory of reasoned activities. All the activities under cognitive theory are well reasoned and they involve a thought process. Cooking is not exceptional to this theory. This is because an individual cannot just rise up and start cooking without any knowledge on how to cook. What one should understand is that cooking is based on a cognitive process. For instance, the theory of behaviourism states that learning is depicted through behaviour changes. In addition, this theory states that human behaviour is influenced by the surroundings. In regard to behaviourism, learning is attainment of new behaviours through particular conditions which include operant and classical conditioning. However, the major issues are how one can be involved by the environment to cook. While human beings are influenced by hunger to eat, we cannot be influenced by the same hunger to cook since we might not have that knowledge on cooking. Additionally, the sight of food items cannot direct us to cook as per the provisions of classical conditioning by Skinner, the developer of behaviourism theory. One cannot learn to cook due to punishment or other forms of rewards offered to him/her. We have been able to ascertain that cooking requires a great deal of knowledge and whether one is punished or rewarded would not work because cooking entails a thought process. On the other hand cognitive behaviour offers the assurance that a person can executive certain behaviour in the most correct way not because of any reward or influences but because of the knowledge that the person holds. For one to be able to cook, he/she is required to have competency in cooking. This is the apparent behavioural control which offers the simplicity or complexity of a particular task. Cooking entails reasoning as opposed to influences and environmental reinforcements (Khan, 2003). Behaviourism fails to offer knowledge of aspects and concepts which can obstruct or assist in carrying out a particular task. As a result, I find cognitive theory as the best and most appropriate theory that can better explain cooking as a learning activity. Cognitive theory offers confirmation that someone can cook as opposed to behaviourism theory which seems to indicate that one can cook if she experiences anger or if she is rewarded or punishments. I believe cooking is not a spontaneous effect but an activity that requires a thought process (Slater & Bemner, 103). Cooking is rather a reasoned action and not a situational action. Cooking is a behaviour which is not controlled by environment or social function, but it is an activity that is controlled by human knowledge. There is a close relationship between cooking knowledge and the actual knowledge. If one has no cooking knowledge then this means that she cannot cook. Cognitive build up entails brainstorming activities, decision making as well as remembrance which is enhanced through human memory. Cooking as a learning activity also requires the mentioned aspects. Cooking requires learned factors and intelligence as opposed to environmental influence. Other theories such as constructivism have developed concepts through present and past experience or knowledge (Khan, 2003). While this theory may work for cooking as a learning activity, it fails due to the fact that it does not create room for declarative, procedural and propositional knowledge. This is because this theory offers for personal trials and knowledge in learning and reliance on other types of knowledge is minimal. Social learning theory on the hand provides that people differ from others within their social context. People are believed to attain their knowledge through observation as well as imitation. I believe this may not adequately work for cooking because cooking requires a proper understanding of procedures as well reliance on available facts about cooking. It is evidently true that an individual can learn how to prepare and cook stew through imitation and observation. However, such people may not clearly understand the reasons for adding particular ingredients in the stew. As stated earlier, the world is changing and it is reasonable to understand and embrace the changes the world is bringing. This requires metacognitive and dispositional knowledge in order to help one embrace and handle changes as they come (Slater & Bemner, 103). This therefore leaves many people wondering how a person who learned through imitation or observation is able to handle these changes. It is there evident that cognitive theory which gives details on behaviours through reasons is the best theory to explain cooking activities. While, social learning theory may as well work for cooking, knowledge is necessary in order to properly perform the cooking task. Of note is that social learning embraces cognition and behaviourist factors. Conclusion Cooking is a learning activity just like any other activities. It entails knowledge on methods, food items, cooking apparatus, ingredients and recipes. Cooking requires dispositional and metacognitive knowledge which allows for incorporation of changes. It also requires propositional and procedural knowledge which offers facts on cooking as well as confidence that one can actually cook. This knowledge is learnt or adapted from books, experiences which is then processed and stored in human memory. Evidently, cooking is better experienced through cognitive theory due to the fact that this theory is reason based and it involves the use of a logical thought process. References Slater, A. & Bemner, G. (2003). An introduction to developmental psychology. New York: Wiley-Blackwell pp 49 Shaffer, D. (2008). Social and personality development. London: Cengage Learning pp 38 Khan, J. (2003). More than cooking: developing Children’s learning through cooking, London: British Association for Early childhood education. pp 27 Read More