Theories of Knowledge - Assignment Example

Theories of Knowledge Introduction Inreality, there are two ways in which humankind develops knowledge, through either passive observation or active experiment. Throughout human history, there have been attempts to unravel how knowledge is developed. This essay examines two major ways that are inherent to the theoretical background of human knowledge. In a quest to establish human cognitive development, Albert Bandura identified basic elements of learning in 1961 as a process that can be reinforced through observing others or by participating in experimental research. Today, many theories agree with Bandura’s assertion. The fact that knowledge is developed through observation and participation are founded and consistent with many theoretical foundations. Observational Learning Learning occur through observing what others do, this has been firmly supported by Bandura’s learning theory. It has been observed over numerous decades that children learnt from their parents through passive learning. Many research studies points out to this affirmation, observation creates a trigger of mind that causes an impulse to imitate the ongoing activity. While observation may not result to immediate learning, it has a cumulative long-term learning effect1. In essence, learning is accumulation of experience whether observed or experimented. However, learning and performance differs, learning involves systematic step by step mastering of actives ad procedures while performance implies to prowess in executing tasks. It is through learning and over time exposure to a task that leads to performance (Donald 2000). Bandura’s social cognitive theory borrows from this method of conventional acquisition of knowledge2. According to this theory, the immediate environment is the basis of learning; he theorized that learning occurs throughout human life. In addition, the theory recognizes the effect of motivation. In real life, a child motivated to learn a particular language would have a quicker learning pace than those discouraged. It implies that motivation accelerate learning, this has been supported by theoretical framework and real life. Observational learning involves four principle steps, these phases of learning forms the pillars of Bandura’s theory. For observational learning to occur one, must pay attention and keep eyes focus on a procedure. One cannot learn unless they capture each step of what is going around them (Study Guides and Strategies 2011). I agree with this step, however for learning to be effective, the model should foster positive relationship that will influence change of behavior from those observing3. It is founded, today many people have mentors, and mentorship is an exemplary example of observational learning. In real life, observational learning has been instrumental in majority of art careers and sports. Many young musicians, players and other artists draw inspiration from their superiors. The pursuit to perform to the level of a superior is a motivation driven by purpose. Secondly, observational learning involves retention and establishing a memory of each step of an activity observed. In other words, one must see what is happening and duplicate the activity with absence of demonstration. Hand-skilled job as if carpentry, masonry and others are best learn through observation and subsequently experimental. Overtime, observation has resulted in accumulation of knowledge in varied fields. With observation, learning occurs passively and it is only proved through exposure to similar conditions that the model is undergoing. Behavioral pattern is learnt from immediate environment, a child will withdraw from others if brought up in isolation (James 2012). Those who grow up in vibrant environment develop curiosity and are interceptive even during the first contact4. These findings indicate that even behavioral patterns are learnt through observation. Besides, learning institutions have incorporated physical demonstration as part of improving learning and retention. Demonstration of concepts using physical objects is integral in elementary education. Arguably, observational learning is the universal way of acquiring knowledge5. In essence, observational learning involves learning through seeing, it builds firm memory and reduces gap between classroom abstract concepts and reality. While studying observational learning, Bandura observed that difference in age produces varying degree of observed behavior (Kandra 2014). A study has shown that observational learning involves positive or negative experiments. In the recent past, psychologists have examined observational learning and imitation and how the two can be distinguished. Observational learning is a passive process that takes place within the cognitive domain. This form of learning takes place throughout one’s life, although social theories link it with early years of growth and development. Some of ways through which observational learning occurs is through playing with peers and through observing surrounding, in this case environmental exposure provides the best platform for learning. A study showed that children learn to differentiate gender roles as observed in the nature of games they engage. Boys will be seen pulling toy cars while girls will be seen carrying dolls. Notably, the push towards specific game is an important feature that shows how the home environment shape patterns of behavior. In adolescent, a remarkable behavior among girls is the pursuit of beauty, although it is largely a physiological transition, it has been observed that this stage is a remarkable period of learning through models. The outcome of behavioral pattern is dependents on the models that individuals observe. Experimental Learning In addition, experimental learning is an integral part of humankind learning. Through experiments, one can learn best if they are subjected to physical demonstration and a repeat demonstration6. It has been utilized in sciences in school curriculum. In essence, experimental learning derives its pillars from the fact that through participative learning, the concepts would be retained. Both observational and experimental learning make abstract ideas, concrete. It is true that experimental approach is one of the major ways of learning because experiments bridge the gap between abstract ideas and reality. Active experimental learning gained popularity in 1990s after more studies about learning were conducted. One of the conventional objectives of experimental learning is putting learning into practice (Geoff 2014). In reality, this form of learning has been utilized in studying sciences by exploring new or proving established knowledge. It largely borrows from assumption that through observing and attempting, learning is reinforced. Fundamental pillars of learning include acquisition of facts, retention and transferring learnt concepts into practice7. Experimental learning borrows heavily from the goal of retention, when a person participate in an experiment as seen in science scholars, the experience obtained is reinforced by hands-on skills. Over many years, active learning has been primarily a concept limited to classroom environment. Some studies revealed that students learn best when left to explore new ideas using experiment. Today, experimental learning has been seen even in study of behavioral patterns. In normal circumstances people recall personal experiences, a person who attends dancing classes and just observe others while they dance have little to tell from the observation8. In addition, their passive observation may not help them learn gymnastics and body movements. If a person attend a dancing class and participate in making dancing movements with aid of an instructor, such person learnt a lot from single experience as compared to hundred episodes of observing others. Similarly, learning to drive a car has been designed to have theoretical teaching followed by an experimental learning. With the two examples, one can draw two importance of experimental learning. Firstly, experimental learning is best in teaching hands-on skills oriented tasks like driving, cooking and dancing (Princeton Learning Center 2013). Secondly experimental learning is involving; it captures one’s attention and evokes multi-sensory stimulation9. It is therefore certain that experimental or active learning is superior in acquiring skills rather than intellectual knowledge. In addition, many studies have supported the fact that learning through experimental establishes a cognitive imprint that helps a person to relocate the facts faster than passive learning. Additional, it is evidential that learning occurs through passive and active processes. In modern education system, students are encouraged to show active participation through group discussions and conducting scientific experiments. In other incidences, students are encouraged to pay attention, observe certain classroom events, and respond to questions. In both incidences, the fundamental principle of learning remains observation and participation. Saul (2011) notes that observational learning as advanced by Bandura’s social learning theory appears to relate to behavioral acquisition rather than intellectual concepts. I agree with his observation, because children develop through a series of observational learning10. A child would engage in an activity such as driving toy cars because they see the parents driving, at that stage the concept of moving vehicles if explained will not make sense. However, because of passive observation over a long period they learn that cars exist. Similarly, if a chemistry student performs an experiment and observes a color change in reagents, then experimental learning occurs. In both cases, cognitive processes are elicited and memory is created, thus learning takes place. Conclusion Human brains are an amazing art of creation that is still poorly understood. It has ability to learn through passive observation or active involvement through experimental exercises. It has been argued that whichever form of learning, the brain has the ability to retain after being subjected to repetitive exposure11. This supports the theory that learning involves acquisition, retention and duplication of behavior and activities. In theory, acquisition of knowledge results from years of cumulative knowledge. Numerous studies and Bandura’s social learning theory support suggests that children learn immediately from those around them and surrounding. Reference List Donald R. Paulson 2000. http://web.calstatela.edu/dept/chem/chem2/Active Geoff Petty 2014. Improve your Teaching and that of your Team. http://geoffpetty.com/for-teachers/active-learning/# Huit W. 2004. http://www.edpsycinteractive.org/topics/soccog/soclrn.html James Eison 2012. http://www.cte.cornell.edu/teaching-ideas/engaging-students/active- learning.html Kandra Chaerry 2014. http://psychology.about.com/od/oindex/fl/What-Is-Observational-Learning.htm Princeton Learning Centre (2013) https://www.princeton.edu/~achaney/tmve/wiki100k/docs/Observational_learning.html Saul Mc Leod 2011. http://www.simplypsychology.org/bandura.html Study Guides and Strategies 2011. http://www.studygs.net/activelearn.htm Read More