Class 8 Theoretical Orientations Overview Plus Social Learning And Constructivist

Learning Philosophies or Theoretical Orientations

Class Session 8 ADLT 601

OrientationsBehavioristCognitivistHumanistSocial learning / social cognitivist

Constructivist

The Relationship of Theory to Action

Theory without action leads to an empty idealism, action without philosophical reflection leads to mindless activity.

Elias, J. L., & Merriam, S. B. (1995). Philosophical foundations of adult education (2nd Ed.). Malabar, FL: Krieger Publishing.

Behaviorism - AssumptionsFocus on observable behavior

Belief that environment shapes behavior

Principles of contiguity and reinforcement

BehaviorismContiguity - how close in time

two events must be for a bond to be formed

Reinforcement - Any means of increasing the likelihood that an event will be repeated

Thorndike

Skinner

Cognitive Orientation Learning is a cognitive

phenomenon.

An individual comes to see a solution after thinking about a problem – “Ah ha!”

We rework a problem in our minds until we arrive at a solution, until we gain insight into the problem.

HumanismLearning from the perspective

of human potential for growth.

People are good and will strive for a better world.

People are free to act.

Behavior is the consequence of human choice.

People possess unlimited potential for growth and development.

Maslow’s Hierarchy of NeedsSelf-Actualization

Self-EsteemBelonging and love

SecurityPhysiological

Social Learning (also called the Social Cognitivist Orientation

Combines elements of behaviorist and cognitivist approaches

Learning from observation, modeling

Group Exercise on MentoringEach group will have one of

the articles / readings to review (25 minutes)

Report on what you see as the main ideas about mentoring for social learning theory (social cognitivism).

15 minutes to prepare to prepare a flip chart with 3-5 main points; report out.

Social Learning

Constructivism

ConstructivismIndividual or personal constructivism –

internal cognitive activity. We develop our own individual knowledge schemes.

Social constructivism – learning is constructed when individuals interact. Making meaning is a dialogic process.