1. Propounders and Interpreters of Theory CEA 213

2. 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.

3. 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.

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

7. 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 : 1.Behavioral learning theories 2.Cognitive learning theories 3.Additional learning theories

8. 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.

9. 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

10. 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

11. 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

12. 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.

13. 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.