Behaviorist, Cognitive, and Humanistic Learning Theories - Essay Example

Learning theories Name: Institution: Introduction Every new situation comes with new experience and triggers the desire, if not need, in every subject to these situations that makes them want to learn from these experiences. Considering that from childhood to adulthood one goes through a number of experiences, depending on the environment in which they develop, learning is a continuous process. This paper seeks to explain the learning process relative to three theories of learning which are behaviorism, cognitive and humanism theories. The continuous nature of the learning process and its dependence on various factors including the environment and subject of learning makes it difficult to have a single general definition of the process. However, all theories, precisely the three discussed herein, agree that learning only occurs in a controlled environment where appropriate conditions can be maintained to condition the learner. These conditions are, nevertheless, dependent on the subject of learning. The learning process has become the central point of interest in educational psychology. Education psychology is interested in the way in which one acquires, organizes and deploys any skills or knowledge that they have acquired. From this, as postulated by McNeeley, (2007), it is evident that the process is only complete if there is a situation of experience, there is an appropriate environment relative to the learning subject and there are conditions supportive of the learning process. Additionally, from the learning, one acquires an amount of knowledge and skills, organizes them mentally and utilizes them to handle tasks (McNeeley, 2007). This discussion critically analyzes the process by looking into mentioned details. This will be achieved by considering the three learning theories and outlining their relevance to the learning and practicing processes. In addition, it appreciates the impacts of understanding the learning theories themselves as related to learning and practice processes. Behaviorist Learning Theory This theory comes first under critical analysis given that its nature can be scientifically defined by the effects of the external environmental factors. The conditions mentioned earlier to be making the learning environment appropriate form part of the external environment that impacts the learning process. This theory bases its arguments on the probable definition of learning with respect to these conditions only. It is possible to study and determine one’s behavior from the impacts of external factors without necessarily involving internal and mental factors in the analysis. These external factors encompass the conditions of the environment, which are the stimuli that shape the behavior. As written by Lynch (2007), the external environmental factors that shape one’s behavior are closely related and have a classical association. The resultant behavior of the learner after the learning process is subject to a collective effect of these external factors. The association of these factors, as postulated by the researches of educational psychologists, essentially positions the learner as a passive individual who responds to environmental stimuli. There are both positive and negative reinforcements that increase the probability of an inherited behavior or decreasing its likelihood of happening again. In this context, positive reinforcement indicates application of a stimulus while negative reinforcement indicates withholding of a stimulus. Drawing from this theory, learning is considered as a changing or shaping of one’s behavior (Lynch, 2007). The experience bit is emphasized by the postulate that understanding is a matter of seeing existing patterns. It complements the idea that knowledge is a matter of remembering information and so the learner must learn the correct response. It makes learning a passive process, a behavioral idea that has dominated much of the educational practice for a while. Some behaviorists argue that the observation and scientific study of behavior is the most convenient way of investigating psychological and mental processes. The theory holds that the results of the learning process are best depicted by the change in behavior of the student. Since ascertaining learning is possible by evaluating the behavioral change, some of the psychologists believe that it is in fact the only way of investigating such processes. Therefore, behavior can be explained without considering internal and mental aspects. The conditional external stimuli are efficient to trigger a conditional response by the learner. An example of a conditional stimulus is the ring of a bell, associated with the provision of food to a dog. The environment of learning, the behavior of the learner and their personal expectations interact to influence the process of learning. One of the theorists attributed in the behaviorist theory is Robert Gagne who developed the nine events of instruction in conditional learning that can be used to induce learning. Cognitive Learning Theory Generally, learning is a persistent changing process in a student’s performance potential that results from experience and situational interaction with the world. In as much as the behaviorist learning theory dominated most of the learning, teaching and practicing schemes, and the cognitive theory proved effective as well. Different from the behaviorist theory, in Social Cognitive Theory, the learner is viewed as thoroughly integrated with the environment within which the learning occurs. The learner is more active and interacts with the environment, their behavioral and cognitive response to enhance learning. Their belief to accomplish self sufficiency therefore, makes it possible to for them to observe and work with the learning models. Alkhalifa (2005) points out that, in their explanatory literature, the behaviorist theorists assumed the probable essence of mental processes and its contribution to the learning process. Contrarily, cognitive psychology focuses on the study of people’s thinking prowess, understanding and knowhow. The cognitive theory emphasizes on learning how people comprehend and represent the outside world by their thinking and within themselves. The cognitive theory of learning points out that the ways of thinking potentially influence behavior. It requires that one not only learns and acquires information but also remembers the same. Cognitive theory looks at the transfer of information from the sensory memory to the working memory to the long-term memory. It focuses on gaining and maintaining the learner’s attention by engaging their mental abilities. There are a number of strategies that fuel learning via cognitive processes (Ormrod, 2008). Such processes are cues, questioning, organizing, note-taking and virtual field trips. Cognitive theory of learning shows that an explanation of the different processes concerning learning is possible by analyzing the mental processes first. After this, analysis of others like external factors can then follow. Effective cognitive processes make learning easier and so information can be withheld for a longer time. It is also vital to note that ineffective cognitive processes can result to difficulties in learning that can be seen at any instance during the learner’s lifetime. In a social sense, the cognitive theory considers three major factors which are behavioral aspects of the individual, environmental factors and personal factors (Alkhalifa, 2005). All of these three interact to make the cognitive theory effective in a learning process. The person-environment interaction, external factors modify ideas and cognitive competencies such as a, stressing environments or a hot climate. In the person-behavioral interaction, the cognitive processes affect behavior and performance of such behavior can modify the way of thinking. Aside from these, in the environment-behavioral interaction, external factors can alter the way in which behavior is displayed. Also, behavior can affect and modify the environment of learning. Thus for effective and positive learning to occur an individual must have positive personal characteristics, exhibit appropriate behavior and stay in a supportive environment. The supportive environment is meant to enhance the learning process. This shows that the necessary conditions in behaviorism are also applicable in cognitive theory. Humanistic Learning Theory The mention of humanistic learning theory comes along with a thought of Abraham Maslow whom most researchers and educational psychologists consider the father of this theory. A theory that basically looks at the notion and experience as the basic building units of studying human learning and behavior. It is therefore, a concept that involves observing and learning by watching the behaviors of others, and noting the results of such behavior. Noteworthy is that it does not necessarily involve behavior change or reshaping as seen in the behaviorist theory. In support of these, Johnson (2012) writes that the process of learning is attained by observation. This theory is spontaneous in nature and involves human creativity by appreciating the importance of feelings and emotions. Hence, the learning individual has the right to make their own choices by drawing conclusions from observations made. This theory has found application in a number of settings including religious education. Personal developments with emphasis on emotional aspects remain the major focus of humanistic education. Humanistic approaches to learning concentrate upon the development of the one’s self-concept. Humanistic theorists believe that a person is inherently good and possess the unlimited potential for growth and development. Learners using this theory will progress naturally towards increased competence, freedom and fulfillment of desires. The ability to make conclusions and adopt desired features from observations made gives the learner total freedom. This freedom makes behaviour a matter of choice since they are free but responsible to become what they aspire to and are capable of becoming. Really as held by this theory, the purpose of learning is to fulfil one’s potential. It is a holistic process of personally growing and developing oneself. It is an active process whose progress is is directed by the learner who knows their needs and goals. Therefore, it not only engages the behavior and mentality of the learner but the whole person with emphasis on their feelings. Much of the efforts of a humanist teacher would be put into developing the self-esteem of the student. It is important for children to feel good about themselves to enable them set and achieve set and appropriate goals. As the behaviorists advocate for positive reinforcement such as praise, and punishment in the form of negative criticism, humanists reject both of these. The humanist teacher is thus only a facilitator of knowledge. The humanist theory has five basic objectives which are to promote positive self-direction and independence, develop the ability to take responsibility for what is learned, develop creativity, curiosity and promote an interest in the arts (Johnson, 2012). The students are actively involved in the process since the teacher lets them choose how the process best fits them. The teacher only acts as a role model and ensures the progress is on track. The students work in collaboration as they observe the behavior of others to help inform their own. Behavior herein refers to how one student handles a class problem or question to get the right answer. Understanding Learning Theory and 21st Century Application According to Patterson (2000), humans are by nature irrational, antisocial or not socialized and destructive of themselves together with others. This is an arguable idea to hold but it evidently portrays the possible initial state of humanity without learning, knowledge and skills. Notwithstanding this, he indicates that all individuals possess the ability to experience in awareness the aspects of the psychological confusion. Therefore, at time before learning starts, the infants of knowledge perceive their experiences as the reality. In regard of these, it can be concluded that learning as a process has more positive impacts and benefits which outweigh any possible negative effects. In behaviorist theory, the instructor manages controls and directs learning by arranging the environment, selecting stimuli, reinforcing desired responses and discouraging undesirable responses. The instructor is in practice and masters the right ingredients, if you may, of the proper learning environment. They are then able to know, with time, exactly what to look for in the learner to establish progress. The students too get to easily learn in appropriation. Behaviorism finds much application in the 21st century in which much study of organisms is dependent on the scientific analysis of their behavior. Behavior study is thus both a psychological and a philosophical unit. The cognitive idea incorporates the essence of both internal and external aspects that encompass learning. More evidently, it lets the learner be free to choose but holds them responsible for those choices. It focuses on the inner state of the individual and their ability to make the right observations from which they develop themselves. The advantage of cognitive learning theory is that it can be implemented using technology to incorporate all the strategies which are cues, map concepts, summarizing, note-taking and virtual field trips. This evidences the possible application of this theory in the 21st century which has seen an appreciable embracement of technological advancements. Some of technology benefits are that it enables students to elaborate information, tap into episodic memory, and use images effectively. The information processing model also allows educators to understand the importance of integrating multiple senses during presentations to improve learning. Implementing these tools therefore aids students in gaining memory, promoting critical thinking, and providing opportunities for problem solving (Orey, 2001).  Comparative to the above two, humanists highlight experience as the basic unit of learning in which the instructor is only a facilitator of the process. The instructor helps the students, especially adults, to self-discover learning. It is thus important that the facilitator develops trust, genuineness, non-judgmental acceptance and understanding with the student. Because according to this theory knowledge is actively constructed, learning is presented as a process of active discovery. It is a purpose of personal social development in which the learning process is student-centered. The student is taught exactly what is relevant to them by focussing on the whole personality of the student and can include teaching assertiveness training. It encourages collaboration, corporation and grouping structures, which makes it almost directly applicable in the 21st century where all these are advocated for. Conclusion The field of adult education psychology is full of many learning theories, with some dating a number of years in the past yet still in use today. Most of them are based on research to validate their competency and practicability. This paper achieves the objective analysis of three of these theories that is, behaviorist, cognitive and humanistic theories. Primarily, all of these theories can be categorized into categories or orientations each of which has strengths and weaknesses.  Likewise, none are particularly good, bad or standard but there are times and situations when one may be more appropriate than another, depending upon the targeted student and topic being covered. This discussion, however, notes that there is a close interrelation between the three theories discussed. For instance, all view learning and acquisition of knowledge as a necessary tool for preparation of situations and experience to come on a person’s life which they must know how to handle. They also agree that learning equips a person with the skills of practice respective to fields in which they want to be in a society. Learning is inarguably vital and a purpose of advocacy especially in the 21st century. There are many theories available to support learning. One only needs to know the appropriations of adopting particular theories. References Alkhalifa, E. M. (2005). Effects of the cognitive level of thought on learning complex material. Educational Technology & Society, 8 (2), 40-53. Johnson, A. P. (2012). Humanistic and holistic learning theory. Minnesota: Minnesota State University. Lynch, R. (2007). Behavioralist Learning Theory. Southampton: University of Southampton. McNeeley, S. R. (2007). Theories of Learning. Retrieved from http://web.utk.edu/~rmcneele/classroome-mail:rmcneeley@acs.ac Orey, M. (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page Ormrod, J. (2008). Human Learning (5th Ed.). New Jersey, NY: Pearson Education, Inc. Patterson, C. H. (2000). Foundations for a theory of instruction and education psychology. New York: Harper & Row. Read More