Transcript Propounders and Interpreters of Theory

Propounders and Interpreters
of Theory
CEA 213
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.
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.
Propounders & Interpreters
• Similar to the difference between visionary
leaders (Where are we headed?) and
• Pragmatic managers (How can we get there?).
An abundance of Learning theories
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Proponents have produced an abundance of
learning theories.
Interpreters have not fully agreed upon a
way to order theories
A simple division is :
1. Behavioral learning theories
2. Cognitive learning theories
3. Additional learning theories
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.
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
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
A Key Proponent: Tyler (1950)
• Basic principles of curriculum and instruction
• Builds on Thorndike’s belief that learning
consisted of building up connections between
specific stimuli and specific responses
• Set educational objectives  plan & complete
educational exercises  evaluate learning
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.
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.