Assignment:
At least one of your replies should be to a student that addressed a different theory/ideology than you did. Did you agree with their summation? How do you think these two areas (constructivism and humanism) could potentially work together to increase effective learning opportunities for self, and others? Share how you might approach life (and learning) if you were a promoter of humanism (human transformation).
Part 1
Constructivists suggest that a person's reality is unique from others and thus, effects what, how, and how effective knowledge is acquired. This is suggested to be affected by numerous variables such as culture, past experiences, and past knowledge. This is true! Everyone does not eat the same food, speak the same language or understands the same culture. My reality is based from the good morals and values I was raised with. I am happy about life because I know I have the power to change my world.
- What does logical positivism suggest to us about constructivist-based theories? Do you agree or disagree? I disagree with logical positivism because it suggest that problems should be answered through research. I agree that discovering information has to come from one's personal experiences.
- How do exogenous constructivism, endogenous constructivism, and dialectical constructivism differ and why does it matter? They matter because they are a part of the knowledge construction process based on realities of the environment we experience (Rosser 2017).
- How does situated cognition (discussed in Week 3) support the suggestions made by constructivism? In my opinion, it supports it because of the importance it puts on the impact of culture and history when it comes to learning.
- Discuss a personal experience where you feel constructivism ideologies explained either the effectiveness of, or the non-effectiveness of, the learning experience.
In the text it states, "Constructivist-based theories suggest that one's environment plays a role in meaningful learning" (Rosser 2017). A personal experience I learned was learning how to change a flat tire. I grew up in an environment that taught me only the strong survive in this world. For example, you had to be knowledgeable about various skills and techniques in order to maintain your life. I agree with constructivist theories because I was an active participant in my knowledge construction. I was available and willing to receive the knowledge I was being taught. I consider this learning problem based learning because learning how to change a tire was considered problem solving for me. I was 8 or 9 years old. I had never changed a car tire before but I was forced to learn by example. This can also be categorized as self-directed learning.
- What implications in learning effectiveness might exist if construction of individualized knowledge is negated?
Reference:
Rosser-Majors, M. L. (2017). Theories of learning: An exploration.
Part 2
1. Do you feel that learning, from the approach of a human's potential, rather than from a purely content driven (you need to know this) perspective, is a viable way to approach investigating "how we learn"? Why or why not?
2. Waldorf Education posits that it is a school founded on humanism ideologies. After reading the content, do you agree with their position? Would this type of education work with adults (yourself)?
3. Describe a personal example of experiential learning that you have experienced.
4. How can the areas of motivation and needs potentially increase effective learning, as suggested by humanistic ideologies?
5. How do the variables of organismic integration theory (OIT) reflect the humanistic model?
References
Rosser-Majors, M. L. (2017). Theories of learning: An exploration.