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Neil Hokanson Learning & Development
Learning Analysis: What is Learning?
(ADED 5050, Spring 2005)
Introduction
Learning is a complex, brain based process that is influenced by many
factors. For the past 100 years researchers have worked to
identify how people learn and have developed several theories that work
to explain the learning process. In the following paper I will
share my definition of learning based on various theories of learning,
explain how I think learning occurs, describe ways in which learning is
encouraged or prevented, determine the purpose of adult learning in
society, and define my role as an adult educator.
My Definition of Learning
Learning can be defined as: the act, process, or experience of
gaining knowledge or a skill. This act or process is not simple,
and the experience can range from simply touching a hot stove to
gaining a doctorate degree via several years of formal study.
Learning is complex: it involves functions of the brain, is
nurtured by the environment, it can be measured in some cases, and
includes particulars that we do not quite understand as human
beings. Nevertheless, researchers have narrowed the possibilities
over the past one hundred years allowing us to gain a better
understanding of what learning is or how it seems to work.
Behaviorists such as Pavlov and Skinner outlined the ability to change
behavior in individuals via operant conditioning or reinforcing what
one wants someone else to do (Merriam & Caffarella, 1999, p.
264). Cognitivists such as Piaget and Gagne suggested that
learning was based on internal cognitive structuring and that people
needed to “develop capacity and skills to learn better”
(Merriam & Caffarella, p. 264). Humanists like Maslow
identified the need to develop the whole person, and identified a
hierarchy of needs that must be met or fulfilled in order for a person
to learn and grow. Other learning theories such as self-directed
learning, or models like Knowles andragogy and Mezirow’s
transformation learning are extensions of learning research from the
past. Each builds upon the other to try and explain how human
beings learn, and Knowles for example tries to explain and
differentiate adult learning processes from learning in youth via
andragogy (Merriam & Caffarella, 1999, p. 272). I feel that
all of these theories and models lead to a body of work and evidence
that learning is complex, and each sheds light on learning as a
process. I believe that each theory is connected, and each must
be considered, studied, and transformed as a productive foundation for
becoming a better student and educator. In analyzing learning
theories I most closely align myself with the humanist theories of
learning.
I am predominantly a humanist because I do believe in the unique
qualities of people and their ability to make choices for themselves;
however, people are shaped by their environments to a certain extent,
and they cognitively construct meaning from experiences that they go
through in life. I especially see the Gestaltist beliefs of cognitivism
in the creation and use of technology today (i.e. the internet,
software, etc.). Good designers work to create information systems
based on patterns and shapes that maximize human perception and help
people organize and utilize information effectively which is in direct
relation to the theory of cognitivism. Furthermore, I relate to
the idea of transformational learning, and I think that life is in
essence a vehicle for learning and is the act of transformation or
change throughout its cycle.
I believe that learning is life itself. As we travel on our
particular roads in life we experience many opportunities that change
or influence how we think and what we do. We are not necessarily
“blank slates,” but we are influenced by those whom, and
with what we come in contact. Learning is the process that we go
through both in body and mind that shapes who we are and how we think
and react to current and future experiences. Learning is a
process based on history, but functions as a compass to guide us in
what we do and to give us access to truths that enable us to be free as
human beings. True learning comes via choice, and these choices
allow each of us to determine consequences. The consequences are
not always necessarily good or bad, but through choice we experience
the effects of our thinking or learning. If the experience meets
the needs and expectations we have set for ourselves, or that are
sometimes set by others, we change or learn. The learning process
is not necessarily a feat of chance, and can be manipulated by others
positively and/or negatively; however, the best learning comes when we
control, or manipulate, our own learning.
How Learning Occurs
Learning has its roots in the functions of the brain. As a human
grows from child to adult, several developmental stages occur that are
consistent in most people. Cognitive processes of problem
solving, language, motor skills, and reasoning develop over time, and
human beings mature to become critical thinkers. People are also
shaped by their environments as cultural behaviors or social skills are
taught by the dominant society. These behaviors are not enduring,
and can be abandoned as individuals mature and develop their own
identities based on exposure to cultural alternatives.
Adult learning has a basis in cognitivism or behaviorism, but I believe
ultimately reaches a humanistic level through self-directedness and via
a holistic approach. For example, learning occurs as an event via
job training, pursuit of a degree or trade, and for simple
pleasure. Learning is obtained through an overall approach of
becoming a better citizen, employee, or human being. Often adults
pursue learning that enriches their lives and provides a feeling of
personal success.
Learning: Encouraging & Challenges
Learning is encouraged in a safe learning environment that proactively
enables sound relationships that lead to true dialogue. Adults
are self-directed, but have a wealth of life experience that can
enhance and drive the learning process especially in group
situations. As adult learners are given the opportunity to see
their value and to share their points of view, exciting and valuable
learning takes place.
Challenges in adult learning are creating a safe learning environment,
and developing sound relationships in a world that becomes busier for
adults each day. Adult learners will often put their family or
personal lives before learning, and it is important for adult educators
to recognize these priorities and respect the responsibilities adult
learners have. As adult educators value the responsibilities of
their adult learners, they develop a feeling of safety and begin the
process of gaining respect from their students. The students, in
turn, realize that they are valued as co-learners with the teacher.
Purposes of Adult Learning
The main purpose of adult learning is to create a learning environment
whereby students can develop their self directed learning wants and
needs. Adult learning should create opportunities for students to
explore, learn, grow, and to share the wealth of experience that adult
learners bring to any learning situation. The key to adult
learning is dialogue, and adult learning should provide opportunities
for people to communicate, share, and reflect in learning
situations.
My Role as an Adult Educator
My role as an adult educator is to create a positive learning
environment that enables dialogue. Vella’s twelve
principles, I feel, best outline the keys to achieving success as an
adult educator: needs assessment; safety; sound relationships;
sequence and reinforcement; respect for learners as decision makers;
ideas, feelings, and actions; immediacy; clear roles and role
development; teamwork; engagement; and accountability (Vella, 2002, p.
4).
An adult educator must take the time to assess what their
student’s needs are and what experience each student brings to
the learning situation. The educator must provide a safe learning
environment where diversity is respected and students are valued for
what they bring to the learning situation. I feel that via this
process sound relationships can be developed and nurtured along the
way. Providing sequence and reinforcement shows respect for adult
learner’s time and needs. Allowing learners to make
decisions in the learning process enables them to gain ownership of
their learning. This also encourages the sharing of ideas,
feelings, and in turn creates a situation of action where the learner
carries out the learning process concurrently with the educator.
Through this sharing students and teacher choose and maintain the
context of immediacy and the value of the learning that is taking place
at the time. Clear roles and role development are vital in the
learning process, and as an adult educator it is important to provide
definitions of those roles and to maintain a relationship of mutual
respect. Adult educators must provide opportunities for teamwork,
engage students in meaningful learning, and maintain accountability in
the learning process.
Doing all of this is the role not only of the adult educator but also
of the student; however, the educator is first and foremost responsible
to develop the principles and practices. The role of an adult
educator enables adult learners to reach their potential; however, the
transformation of learning is left for the student to choose what they
do or what they get out of the situation in the end.
References
Merriam, Sharan B., & Caffarella, Rosemary S. (1999).
Learning in Adulthood. SanFrancisco: Jossey-Bass.
Vella, Jane (2002). Learning to Listen Learning to Teach. San Francisco: Jossey-Bass.
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