Learning and Human Development - Research Paper Example

? Learning and human development Learning and human development Human development has been traditionally related to a series of processes. The level of dependency of human development on these processes is differentiated in accordance with the local social, economic and political environment. However, it has been proved that, in general, the relationship between human development and each one of these processes presents similarities, even in social frameworks characterized by different ethics and culture. Current paper focuses on the relationship between human development and the learning process. It is proved that the specific relationship has many different dimensions, a fact, however, that it can be explained if taking into consideration the importance of learning for the development of a variety of social, political and economic activities. The importance of learning for human development has been strongly emphasized in the existing literature. In accordance with Kail and Cavanaugh (2008) the involvement of learning in human development is identified in the learning theory – where reference is made to the role of learning in human behavior. In the context of this theory the learning process is mainly based on the social life of people, meaning that people are likely to imitate the behavior of other people within the particular social environment. The specific theory also promotes the view that infants have an increased cognitive ability, being ready to learn from their environment. However, there is also the opposite view that learning too early is not feasible, since the learning process is depended on the experiences of each person (Kail and Cavanaugh 2008). The learning theory, as explained above, is based on the rule that learning can strongly affect human development. The intervention of learning in human development can be achieved through the following ways: ‘a) by promoting specific modes of behaviors/ responses; in this way, learning becomes an automated process, no as of the process followed as, mainly, for the example used, b) or as imitating the behavior of other people or observing events developed in the social environment; the learning process developed in this way is characterized as ‘imitation or observational learning’ (Kail and Cavanaugh, p.12). The above views can lead to the assumption that learning is a critical factor for human behavior; in terms of human development, learning can act either directly or indirectly. In its first mode, direct involvement of learning in human development would have the following form: a person acquires the knowledge necessary (meaning the laws supporting the claims of employees in the workplace) for securing his interests in the specific organization. From a different point of view, Gagne (1968) notes that learning is a key factor for human development under the following terms: human behavior is related to change; in case of suggestions for changes in the particular organization it is possible that certain of these changes are rejected, probably under the influence of people with contradictory interests. If these changes aim to promote human development, then a relationship is established between human development (employee development) and human behavior (Gagne 1968). In practice, this means that human behavior can affect human development – for instance, when an employee refuses to participate in a training programme funded by his employer. In the above case, human behavior prevents learning, a fact that also affects the personal development of the employee involved. The relationship between human development and learning can be identified at the following point: teachers at all levels of education need to meet specific criteria in order to be able to respond to the demands of their position. In accordance with Holmes Group (2007) one of the key characteristics of successful teachers is their ability to understand the learning potentials of learners. In fact, it is only through the understanding the learning capabilities of learners that teachers can propose the necessary learning methods and approaches. It should be also noted that ‘knowledge of human development allows the teacher to avoid traps’ (Holmes Group 2007, p.267), meaning probably the risk of failure in responding to the learning needs of children. The above issue is made clear in the study of Preiss and Sternberg (2009); in the particular study reference is made to the potentials of children with disabilities to participate in the learning process, developing their skills/ capabilities (Preiss and Sternberg 2009). It is explained that only when the teacher is able to understand the actual capabilities of learners in the particular category (meaning the cognitive capabilities) he would be able to contribute in their development, as students but also as individuals/ members of the workforce of a particular organization. A similar approach regarding the explanation of the relationship between the human development and learning has been used in the study of Billett (2010). The above researcher notes that the expansion of occupation into new activities can help towards the increase of occupational capacities of employees. If employees manage to learn the new practices/ activities, they will be able to respond easier to the needs of their position. At this point, learning is proved valuable for supporting the performance of employees in the workplace. On the other hand, Oers, Elbers and Van Der Veer (2008) recognize the value of learning in human development; however, in the above study learning, as being involved in human development, is related to the culture of the particular society. It is not explained whether learning can be achieved only in a particular cultural framework or whether it is just partially depended on culture. Of course, the learning methods used within each society are depended on the local ethics and culture but the form of the above relationship is not standardized. In accordance with Oers, Elbers and Van Der Veer (2008) human development and learning are strongly depended on culture. Reference is made to the theories of Rogoff (2003) who noted that ‘people develop as participants in cultural communities’ (Rogoff 2003, p.4, in Oers, Elbers and Van Der Veer 2008, p.3). The theory of Gauvain (2001) on the interaction of socio-cultural contexts is also used in order to support the relationship between learning and human development. The above theory is based on the view that ‘sociocultural contexts of various forms (including language and so on) can lead to significant opportunities for development’ (Gauvain 2001, in Oers, Elbers and Van Der Veer 2008, p.3). In addition to the above, Aiken (1998) noted that, indeed, learning is related to human development but the level of their interaction is difficult to be precisely identified. The study of Aiken (1998) refers to adults and their development; however, it can be assumed that learning does not have the same power of intervention in a person’s activities. It should be noted that in the study of Aiken (1998) emphasis is given to the personal perceptions but also the medical condition of the learners in order to achieve a high level of learning. Reference is made in particular to the memory and its value for development. It is through memory that the necessary details for a series of activities can be identified. From this point of view, human development can be achieved only if the cognitive skills of the person involved are identified and highlighted – using memory; then the development of the person involved would be initiated. Learning is closely related to human development. The level at which learning can affect human development is not standardized – being influenced by a series of factors, as indicatively explained above. In any case, it has been proved that the personal perceptions of each individual are likely to affect his learning skills, influencing his potential to develop existing capabilities. The social environment also has a key role in the interaction between human development and learning but the criteria on which the involvement of the social environment in the above relationship is based are not strict; rather, they can be differentiated being able to respond to the changing needs and priorities of people worldwide. References Aiken, L. (1998) Human development in adulthood. New York: Springer Billett, S. (2010). Learning Through Practice: Models, Traditions, Orientations and Approaches. New York: Springer Gagne, R. (1968) ‘Contributions of Learning to Human Development’ Psychological Review, Vol 75, No 3, pp.177-181 Holmes Group (2007) The Holmes Partnership trilogy: Tomorrow's teachers, Tomorrow's schools, Tomorrow's schools of education. New York: Peter Lang. Kail, R., Cavanaugh, J. (2008) Human Development: A Life-Span View. Belmont: Cengage Learning. Oers, B., Elbers, E., Van der Veer, R. (2008) The transformation of learning: advances in cultural-historical activity theory. Cambridge: Cambridge University Press. Preiss, D., Sternberg, R. (2009). Innovations in educational psychology: perspectives on learning, teaching, and human development. New York: Springer. Read More