TABLE OF CONTENTS
ABSTRACT
1. INTRODUCTION
2. LEARNING, AND LEARNER AUTONOMY
3. CONCLUDING DISCUSSION
LIST OF REFERENCES
ABSTRACT
This paper discusses the main learning theories - behaviorism and constructivism - in general, and learner autonomy within the context of these
theories, in particular. From the discussion, I learn that behaviorism and constructivism, as learning paradigms, do not opposite each others but complete
each others. Learner autonomy, on the other hand, is an essential element of
any learning process wether or not being manifested by a teacher.
Through the writing, I introduce - among a few other ones - the following
concepts: … I also pay metaphysics a visit, returning with the idea that
learning and learner autonomy be phenomena that can be conceptualized
using pedaphysical terms and modeled in a pedaphysical space. I hypothesise an equity where learning (L) results from the multiplication of teaching
(t) by studying (s). The value of 's', however, must be treated by an
exponential variable 'x' that stands for learner autonomy.
On the pages of this paper, I have also criticisized present day western
pedagogists for 'socializing' the originally marxist idea of constructivism.
1. INTRODUCTION
The course Learner Autonomy and Differentiation of Learning and Evaluation
(A004005) is part of the vocational pedagogical studies that I am taking at
Oulu Polytechnic, School of vocational education. The 3 ectscr course is
tutored by Doctor Hedvika Suchonova from the Silesian University, in
Karvina, Czech Republic.
With this essay I aim at developing my own understanding on the main
learning theories - behaviorism and constructivism - in general, and on
learner autonomy within the context of these theories, in particular. For this
purpose, I find it necessary to dig a little bit deeper in the history of these
theories.
The discussion I am reporting on is theoretical, in the beginning, but I am
assuming a shift towards a more empirical approach (in chapter three), when
discussion develops. As a learner, I have been a subject of teaching, but - as
my autonomy develops - my own learning is taking a more and more important role in the 'play'. I am looking forward to a 'story' to be told to my possible
audience. Also, I am looking forward to some concepts being reconceptualized, and some new concepts emerging from synthesis. As an autonomous learner, I have taken the liberty to do so.
3. CONCLUDING DISCUSSION
In the beginning, I aimed my writing, firstly, at discussing the two learning
paradigms - behaviorism and constructivism - seeking for a description of
them as the key concepts of this essay. Secondly, I aimed my work at
studying learner autonomy in particular. I had foreseen learner autonomy as
an essential element of any learning process.
My updated ideas on the learning paradigms. As an actor/behavior - strongly
believing in action resulting in reaction, i.e. I believe that good teacher
behavior can be experienced in good student behavior, this being called
learning - I also admit that learning is based on constructing learning
elements. What is it, then, that can be constructed as elements, or objects ? If
we frame out simple repetition, repeating behavior by behavior, reflections of
- concrete or virtual - action/behavior can. Verbal images built up from words
and centences can. Here, I have presumed that wether the teacher performs
in direct speech (to be heard by the learner), or by e.g. body language (to be
sensed through the learner's eyesight), a learner uses language to construct
verbal constructions, in a systemic way that he/she is capable of managing.
The necessary 'building blocks' are all verbal images, or images that can be
translated into verbal images; all with specific meanings to the learnein
community. The relevant constructions can be recalled - in a new context,
and/or in a new situation - and furtherly transformed into appropriate action/
behavior that can again be experienced, and evaluated, too. Constructions
that never realize in new (better than original) action/behavior may be of no
use at all. It is, of-course, possible that building blocks that seem useless,
become of some importance in relation to other learning. For a continuing
(iterative) learning process it is not necessary that new action/behavior be
concrete. It is my assumption that virtual monitoring, or self reflection of
action/behavior also be usefull. A human constructs both for his/her primary
uses, and for secondary uses, as-well. The a.m. 'building blocks' can be
described e.g. as more static contextual, and as more dynamic situational
elements of a systemic learning construction.
When learners obtain higher education, and become more capable of
managing abstract thinking a shift from a dominantly concrete action/behavior
towards a more virtual action/behavior may occur.
Learner autonomy, and its contribution to my pedaphysical thinking. The
metatheoretical basis for this writing has been metaphysical, or
metapsychological of nature. To use an as concrete as possible expression, I
claim the basis lying on the gestalt psychology. In gestalt thinking, everything
is related to everything. Today, decades after the very pride of the Wienna
Circle, we can see changing things in changing relations to each others.
'Gestalt' lives on, and is developing.
The above pages have opened my understanding to the idea that learning is
a function of teaching, and studying. Together we have seen learner
autonomy as a phenomenon with an increasing importance. Perhaps, we
should see teacher autonomy, in the same sence. A progression of my
Special Relativity Theory of Learning might result in a new formula: L=t XsX,
where X equals with autonomy, in general. This formula, and the
pedaphysical thinking as a whole, can be suggested for further study; both
theoretical, and empirical. I assume everything, still, be related to learner
evaluation, too.
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