Propounders and Interpreters of Theory

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Propounders and Interpreters of Theory

• CEA 213

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Propounders and Interpreters of Theory

• Handout on educational philosophy
• Chapter 3 of textbook provides an introduction to
  learning theory.
• Learning theory literature falls into two general
  types Propounders and Interpreters.

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Propounders of Interpreters of Theory

• Propounders are single minded and create a
  comprehensive, coherent, and internally
  consistent system of ideas about learning.
• Interpreters reconcile chaos and bring order to
  learning theory by identifying categories or
  domains within theory.

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Propounders Interpreters

• Similar to the difference between visionary
  leaders (Where are we headed?) and
• Pragmatic managers (How can we get there?).

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An abundance of Learning theories

• Proponents have produced an abundance of learning
  theories.
• Interpreters have not fully agreed upon a way to
  order theories
• A simple division is
• Behavioral learning theories
• Cognitive learning theories
• Additional learning theories

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Seeking order in learning theory

• Elemental learning theories visualize learning as
  a mechanistic process. They break learning into
  specific smaller steps and measure progress
  quantitatively.
• Holistic learning theories visualize learning as
  an organic process. They assess learning as a
  holistic process involving multiple factors and
  measure progress qualitatively.

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Elemental learning theory based on animal
studies

• Thorndike (1898) Animal Intelligence specific
  responses are connected to specific stimuli
• Pavlov (1849-1936) Learning is a conditioned
  response
• Guthrie (1886-1959) learners select stimuli
• B. F. Skinner - Reinforcement is the key
• Hull intervening variables determine / explain
  response to stimuli

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Holistic learning theories

• John Dewey 1896 critiqued elemental learning
  theory
• Tolman (1886-1959) purposive behavior with an
  emphasis on human purpose
• Behavior was seen as the result of the interplay
  of a wide variety of forces, not just a simple
  stimuli response pattern.
• Piaget learning is a process of human
  development

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A Key Proponent Tyler (1950)

• Basic principles of curriculum and instruction
• Builds on Thorndikes belief that learning
  consisted of building up connections between
  specific stimuli and specific responses
• Set educational objectives ? plan complete
  educational exercises ? evaluate learning

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A Key Proponent Friere (1970)

• Learning occurs within socially constructed
  social order which positions some to learn and
  oppressively selects some to fail.
• Those who fail can learn if they become conscious
  of the social oppression in which they live and
  if they see learning as a way out.
• He developed a consciousness raising approach
  to literacy education.

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A Key Proponent Mezirow (1981)

• Transformative learning occurs that radically
  changes the perspectives of the learner,
  transforming him or her into a different person.
• Transformative learning can be planned and
  facilitated.