Eclectic Theory of Learning

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Table of Contents

Introduction
Behaviorism: learning through observation and the development of habits
Cognitivism and concept formation
Discovery of knowledge and constructivism
Transformative learning and re-evaluation of worldviews
Conclusion
Reference List

Introduction

This paper is aimed at developing an eclectic theory of learning. In particular, it is necessary to combine those models which describe the way in which people acquire knowledge and skills. Much attention will be paid to behaviorism, cognitivism, constructivism, and transformative learning since they can be used to describe various activities of children or students who want to gain a better understanding of the world. Furthermore, it is critical to examine such aspects of learning as the development of habits and skills, concept formation, discovery, and re-evaluation of ones worldviews or stereotypes. This task is important because it can demonstrate the strengths and limitations of different learning theories. Overall, one can argue that a single theoretical framework cannot explain every way in which people can gain knowledge. This is the main argument that can be put forward.

Behaviorism: learning through observation and the development of habits

First of all, one should focus on behaviorism which implies that a person learns by responding to external stimuli such as positive or negative reinforcement (Gordon & Browne, 2011). This theoretical model is suitable for explaining the way in which a person develops skills and habits by observing the actions of others (Gordon & Browne, 2011, p. 66). According to the behaviorist approach, children learn to operate different objects by observing the activities of other people who act as role models. In particular, they may observe the way in which parents use cooking utensils, pens, or any other material objects. The actions of parents can be viewed as a stimulus which gives rise to the response of a learner. In turn, children can repeat the observed actions provided that in this way they achieve the desired results. For example, they can learn how to use television or computers when they see that certain technology functions as they want. If it does not, they change their strategies and try a different course of action. Furthermore, the praise offered by parents or teachers can be a reinforcement of certain behavior. So, learning through observation can adequately describe with the help of behaviorism.

Others theories cannot fully explain the development of such skills. In particular, according to the principles of cognitivism, learning is a sequential development of different of mental processes such as recognition, analysis, reflection, critique, and so forth (Utley, 2010, p. 23). Nevertheless, the examples discussed in this section do not involve these cognitive processes, except for recognition. In turn, a constructivism paradigm implies that a person can discover certain kinds of knowledge. In particular, he/she can discover that a television set can perform certain functions. However, this model does not throw light on the reasons why a child chooses to repeat some kinds of behavior (Leonard, 2002, p. 37). Furthermore, the constructivist approach cannot explain how observation supplements learning. In turn, transformative learning can describe those situations when an individual has to change his/her assumptions or worldviews. Yet, it is not suitable for explaining the formation of habits or skills.

Cognitivism and concept formation

Furthermore, it is possible to examine the principle of cognitivism which can show how an individual acquires an understanding of complex concepts or processes. This theoretical approach is also useful for showing how a person learns to apply them. According to this model, the formation of knowledge consists of such steps as memorization, perception, reflection, understanding, problem-solving and assessment. This approach can throw light on the way in which students learn new concepts in mathematics, physics, biology, and many other sciences (Utley, 2010, p. 23). For instance, a student, who has to learn the Pythagorean Theorem, should first rely on the background knowledge of such notions as a ratio and a cosine. This knowledge is critical for understanding the proof of this theorem. So, one can speak about such cognitive processes as memorizing and recognition. Secondly, he/she should apply the new knowledge in order to solve various tasks. This stage can be described as problem-solving. Moreover, the learner should reflect on how it can relevant to other areas of geometry. At a stage, a learner is engaged in such activities as reflection and creativity. Therefore, one can see that learning involves various mental processes.

It seems that other theories cannot effectively explain this process. Behaviorism implies that learning is driven by a series of responses to external stimuli. Nevertheless, in this case, a student is an active agent who takes independent steps. In particular, such mental processes as creativity, reflection, or even memorization can be attributed to the internal needs or motives of a learner. They cannot be attributed to an outside stimulus. In turn, constructivism postulates that a person can discover knowledge when he/she come to new information and apply their background knowledge (Leonard, 2002, p. 37).

Certainly, it is possible that a person can discover the properties of geometrical objects independently. Nevertheless, the constructivism does not show a person can learn to apply new concepts in order to solve different mathematical problems. This goal can be achieved if there are exercises that are designed for this purpose. This is the main limitation that should not be overlooked. In turn, the model of transformative learning implies that new knowledge is generated when a person can reinterpret or reevaluate existing meanings and assumptions (King, 2009). Yet, this process may not be relevant to those situations when a statement does not give rise to various interpretations. The most eloquent examples can be found in mathematics, chemistry or physics in which the meaning of formula has only one meaning. Thus, there are situations when cognitivism is probably the only theoretical framework that is used.

Discovery of knowledge and constructivism

Apart from that, it is possible to examine the application of constructivism because this learning theory can also be helpful. As it has been said before, this model lays emphasis on the process of independent discovery (Saab, van Joolingen & van Hout-Wolters, 2005, p. 603). To a great extent, it prompts a student to act as a researcher. For instance, it is possible to refer to those cases when a teacher encourages learners to discover the properties of chemicals, physical phenomena, living cells, and many other things. The main strength of this approach is that an individual learns directly from his/her experience. The information derived in such a way can better be understood and memorized. Moreover, a student can grasp theoretical models and assumptions that are used to explain various natural phenomena. There are other important aspects of constructivism. It implies that a teacher should stimulate learners interest in a certain subject. Furthermore, an educator should create an environment in which a student feels confident enough to be engaged in independent discovery. These are the main aspects that can be singled out.

Other models may not be equally efficient in explaining the type of learning process. For instance, behaviorism implies that the actions of a person are shaped by positive or negative reinforcement. In other words, the activities of learners are attributed mostly by external factors. Yet, independent discovery is possible if a student has an internal motivation to conduct research. In turn, the supporters of cognitivism lay stress on such processes as analysis, recognition, or creativity. Yet, this model does not show a person incorporates empirical observations into the process of concept formation. The principles of transformative learning can only be partly applicable to this task. An educator can prompt students to re-evaluate some of their assumptions regarding natural phenomena by encouraging them to conduct independent experiments. Yet, this model does explain a teacher has to guide independent discovery. This is one of the main limitations of this approach.

Transformative learning and re-evaluation of worldviews

Finally, one can examine the situations when the principles of transformative learning are most relevant. This approach is adopted to explain those cases when a teacher prompts students to look at the same situation from various viewpoints. In this way, educators can bring changes in the behavior of students. For instance, during literature classes, teachers encourage learners to examine an ethical dilemma or conflict from the perspective of different characters (Irvine, 2008, p. 132). This method is relevant when it is necessary to refute stereotypes and biases or overcome hostility (Irvine, 2008, p. 132). This approach is applied not only by educators. Psychologists also make wide use of it, especially when they want a person to cope with mental problems such as low self-esteem or depression. In many cases, this approach can be very useful. This is another issue that should be considered.

Certainly, one can make use of other theories in order to describe this learning activity. Yet, their relevance is very limited. First of all, re-evaluation of ones worldviews and perception cannot be achieved only with the help of external stimuli such as awards or punishments. A person should be willing to put oneself in the position of others in order to transform ones assumptions. This is why behaviorism cannot be explained with the help of behaviorism. Secondly, one should remember that this process requires emotional intelligence and empathy (Irvine, 2008, p. 132). In turn, cognitivism is aimed at describing mostly mental activities, but not emotions. This is why this model cannot effectively substitute transformative learning. Furthermore, it is possible to look to examine the principles of constructivism. One can construct a situation that will make students to reassess their beliefs and assumptions. Yet, this strategy cannot always make a person change his/her frame of reference. Sometimes, it is necessary for a teacher to provide direct instructions to students.

Conclusion

On the whole, this discussion suggests that different theories of learning are suitable for describing and explaining the acquisition of knowledge and skills. For instance, behaviorism becomes relevant when it is necessary to describe learning through observation and development of habits. In turn, learning through independent discovery can be better analyzed with the help of constructivism. Yet, it is important to remember that a single model may not completely capture the acquisition of knowledge. These are the main points that can be made.

Reference List

Gordon, A., & Browne, K. (2011). Beginning Essentials in Early Childhood Education. New York, NY: Cengage Learning. Web.

Irvine, C. (2008). Teaching the Novel Across the Curriculum: A Handbook for Educators. New York, NY: ABC-CLIO. Web.

King, K. (2009). The Handbook of the Evolving Research of Transformative Learning Based on the Learning Activities Survey. Charlotte, NC: Information Age Publishing. Web.

Leonard, D. (2002). Learning Theories, A to Z. Boston, MA: Greenwood Publishing Group. Web.

Saab, N., van Joolingen, W., & van Hout-Wolters, B. (2005). Communication in collaborative discovery learning. The British Journal Of Educational Psychology, 75(4), 603-621. Web.

Utley, R. (2010). Theory and Research for Academic Nurse Educators: Application to Practice. New York, NY: Jones & Bartlett Learning. Web.

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