Learning Theories Which Challenge Reliance on the Developmental Learning Theories - Report Example

The Current Understandings of Learning Theories Which Challenge Reliance on the Developmental Learning Theories Student’s Name: Institutional Affiliation: University: The Current Understandings of Learning Theories Which Challenge Reliance on the Developmental Learning Theories Learning is a complex and multifaceted concept that is mandatory to all human beings. Another conception of learning by Burns is that it is a comparatively permanent change in an individual’s behavior that is inclusive of both what is observed and the internal processes that take place in someone’s mind (1995). There is a motivational need that is highlighted in this definition. The fields of psychology and education, learning is described as a process, within and outside the human body, that combines emotional, environmental and cognitive experiences and influences from which people attain, enhance or alter the knowledge that they possess as well as their skills and their general view of the world (Illeris, 2004). The process of learning itself refers to the events that take place when learning is ensuing (Knowles, 2005). Many theorists and scholars have studied the process in an effort to explain what happens when an individual is learning. Some of the theories are leaning ones while others are developmental theories. The focus of this paper will be to critically analyze current understanding of learning theories which challenge reliance on developmental learning theories by using works of different theorists and relating them to real life situations where they can be utilized in vocational education and training practice. When going through the process of learning, people are preparing themselves to manage their lives in the best way possible. It is the duty of educators to ensure that the knowledge, skills and views they impart and enhance on their students are compatible with current work situations. Teaching and learning are two processes that are independent. The understanding of learning has been made possible over the centuries by using the works and writings of psychologists. Philosophers like Aristotle, Hume, Bain, Hobbs, Ebbinghause and Brown were the initial pioneers of behaviorism being thought of as a learning theory. It was then developed further by Watson, Thorndike, Skinner and Watson (Dewey, 1938). It was Watson who first coined the term behaviorism. Behaviorism views learning as a straight forward procedure that is in response to stimuli. Reinforcement is believed to strengthen an individual’s resolve to want to learn thus making the response a more likely outcome (Dewey, 1938). According to Spillane, people can never be aware of what happens inside people’s minds and the only way to know if learning is taking place is through observing the individual’s actions (2002). The focus of behaviorism is in the actions that people show. This theory can be used by teachers to educate their students on various issues (Knowles, 2005). It is a fact that the more an instructor mentions certain facts, the more the students will remember them. Reinforcing can be emphasized to students to use in other areas of life like work and they could be encouraged to reinforce the skills that are common to their vocation so as to become good at what they are doing. However, the theory has faced some criticism for being too simplistic in nature as opposed to the complex nature of learning. Yet another theory of learning is cognitivism. Hume argues that the experiences that people have throughout their lives play a vital role in forming the metal associations that then define the person and their beliefs (Dewey, 1938). Theorists of this cognitivism argue that cognitive processes are also part of the learning process. Organisms learn through events of the cognition and they include processes that happen internally then translate to modern interpretations. Vocational education and practice requires cognitive management. Educators can use this theory to employ teaching methods that develop and involve mental processes. The students can be taught how to use their cognitive skills to come up with solutions to different situations that may arise at work. Kohler explains that human beings can learn how to solve problematic areas and situations by gaining insights on the problem and its potential plausible and alternative solutions (Dewey, 1938). Mental insights are part of everyone and are responsible for the solutions that people come up with. After getting the solution, they learn something about the problem as well as the solution. If they come across the problem at another time, they will have an idea about the possible solution to the problem. However, this theory bases its conclusion on an individual learning things in their own nut teaching involves instruction. Despite this, there are some learning situations that require students to be left to learn things in their own. Social constructivism is another learning theory whose focus is on the awareness and consciousness that humans have and the place that their view have on the general world view. The stress here is that there is a social side to learning and that social affairs affect how people learn about things and how they interpret what they learn (Bandura, 1986). As an educator, this theory would have a useful contribution in ensuring that the methods are approaches to vocational education and practice training adhere to the social situation of the students and arm them with skills to tackle any challenges in their vocations. For instance, the theory emphasizes on their being an a social perspective to the events that take place during learning and the interpretations that people make from the knowledge they gain, thus, the function of the educator could include aspects of the social conditions into the lessons like technology. Following closely is the social cognition theory which perpetuates that learning cannot be separated from doing. All the knowledge that is learnt is located in the activities that are in social, physical or cultural contexts (Anderson, Reder & Simon, 1996). The entire teaching process involves doing things in practice so as to remember and master them. Working is also similar because people learn about their work and do it so as to fulfill their duties. This is to say that the knowledge that one possesses has to exist in some form of context. Learning here is seen as a way for a person to increase the performance that they have by being better across many situations instead of just accumulating knowledge (Bandura, 1986). There are developmental theories that focus on the stages of development that people go through and the things that they learn at each stage. Another theory that focuses on the context that people are in and specifically their experiences is the experiential learning theory. The experiential learning theory explains that people learn from the experiences that they have. These experiences play a central role in the learning experiences that people have. As the origins of the theory by Piaget, Dewey and Lewin explain, there is a unique approach to learning that is formed when an individual experiences something (Dewey, 1938). When students experience something, they remember it more than if they do not experience it. By incorporating experiences into vocational training, students will get a sort of first-hand experience of what they may go through when they go to their places of work. The origins of the theory lie in a combination of theories: social psychology by Lewin, cognitive developmental genetic by Piaget and Philosophical pragmatism by Dewey. Learning is defined, in this case, as a process by which a person creates their own knowledge through transformation of experiences (Dewey, 1938). The experiential learning theory has not been criticized much but it has been emphasized that it is should not be considered separately but as part of other learning theories. Yet another theory of learning is the expansive learning theory which focuses more on change. Learning takes place in a process. It begins with a need state then follows with an analysis of contradictions after which a new model of the information is formed in the mind then it is examined and implemented; it is then reflected upon after which it is consolidated. It is a useful theory in learning especially when it comes to the work experience (Spillane, 2002). Changes always happen in learning since new information is given with each new event. In addition, there are changes that always happen at work (Burns, 2002). However, the theory could be viewed as being too focused on just one aspect of learning whereas the process is a complex one. The behaviorism and cognitive theory focus on the internal processes that are the most important to the leaning process. The cognitive processes are emphasized as the most important in learning. This assertion is true but the learning theories have achieved competency without being complemented by developmental theories. The learning theories mostly focus on the impact of outside influences on the learning ability of an individual. The social contexts, experiences as well as the changes taking place are all influential to the learning process and an educator could use them to make the vocational goals of their students more realistic and to increase the chances of the learning experience being most effective so as to be carries on to future work experiences. Is shows that learning theories can be effective without having to rely on developmental theories. References Anderson, J. R., Reder, L.M., Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25 (4), 5-11. Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice Hall. Burns, R. (2002). The adult learner at work: The challenges of lifelong education in the new millennium (2nd ed.). Warriewood, NSW: Business + Publishing Burns, R. (1995). The adult learner at work. Sydney: Business and Professional Publishing. Dewey, J. (1938). Experience & Education. New York, NY: Simon & Schuster. Illeris, K. (2004). Three Dimensions of Learning. Malabar, FL: Krieger Publishing. Knowles, M. (2005). The adult learner: The definitive classic in adult and human resources development (6th ed.). Amsterdam: Elsevier. Spillane, J. P. (2002). Local theories of teacher change: the pedagogy of district policies and programs. Teachers College Record, 104(3), 377-420. Read More