All humans bring a unique set of qualities which impact how they learn. How to accommodate these idiosyncrasies is an important factor in effectively facilitating learning. The subjects of learning and teaching are paramount in many fields of study such as education, business, science and politics. This short list only comprises a small number of the many possible examples of learning and teaching applied to our world. No matter the field or focus of study, a better understanding of how humans learn will better enable us to better teach. At this point the question is where to start: How do we look at learning and teaching through an objective lense when both are based on qualities of a very subjective participant? The purpose of this
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This concept led to his theory of operant conditioning (McLeod, 2007). Then came the most significant divergence from the traditional behaviorists, which occurred during the latter part of the twentieth century. The movement was spearheaded by the germans, specifically under the framework of gestalt theories, with the concept of insight learning. Learning was now thought of as more than a connection of responses to stimuli, but instead a response to a complex arrangement of stimuli, which were not disconnected parts but instead a pattern or organized whole (Knowles, Holton III, & Swanson, 2015). The gestalt theories fell under the umbrella of field theories, which proposed that learning was a response to a variety of circumstances making up the “field” in which one is operating.
The transition from the elemental model to holistic model was signified by Edward Tolman, who developed a system which was still behavioristic, but not so focused on physiological responses to stimuli (Tolman, 1948). His concept of “goal-oriented” learning helped introduce a framework where organisms are engaging in purposeful learning, not simply responding automatically to stimuli. This transition opened the door for John Dewey, who emphasized the impact of a person’s interest and effort to solve problems, which led to …show more content…
He believed the facilitator holds responsibilities to provide an adequate learning environment, creating the correct climate for students to feel comfortable in. He also addressed the need to recognize students’ learning desires and how to utilize motivation to encourage learning . The teacher, according to Rogers, is a facilitator of learning (Knowles, Holton III, & Swanson, 2015, p. 122). He considered the teachers’ attitudes important and described qualities such as realness, caring, trust and empathy as necessary for learning to be effective. Rogers also provided specific guidelines for facilitating learning, which included elements such as climate, student motivation, and intellectual and emotional
This concept led to his theory of operant conditioning (McLeod, 2007). Then came the most significant divergence from the traditional behaviorists, which occurred during the latter part of the twentieth century. The movement was spearheaded by the germans, specifically under the framework of gestalt theories, with the concept of insight learning. Learning was now thought of as more than a connection of responses to stimuli, but instead a response to a complex arrangement of stimuli, which were not disconnected parts but instead a pattern or organized whole (Knowles, Holton III, & Swanson, 2015). The gestalt theories fell under the umbrella of field theories, which proposed that learning was a response to a variety of circumstances making up the “field” in which one is operating.
The transition from the elemental model to holistic model was signified by Edward Tolman, who developed a system which was still behavioristic, but not so focused on physiological responses to stimuli (Tolman, 1948). His concept of “goal-oriented” learning helped introduce a framework where organisms are engaging in purposeful learning, not simply responding automatically to stimuli. This transition opened the door for John Dewey, who emphasized the impact of a person’s interest and effort to solve problems, which led to …show more content…
He believed the facilitator holds responsibilities to provide an adequate learning environment, creating the correct climate for students to feel comfortable in. He also addressed the need to recognize students’ learning desires and how to utilize motivation to encourage learning . The teacher, according to Rogers, is a facilitator of learning (Knowles, Holton III, & Swanson, 2015, p. 122). He considered the teachers’ attitudes important and described qualities such as realness, caring, trust and empathy as necessary for learning to be effective. Rogers also provided specific guidelines for facilitating learning, which included elements such as climate, student motivation, and intellectual and emotional