Theories of learning
By Jati Handayani & Nur HIdayah
III. Level of learner
1. Surface learners( consumer knowledge)
The characteristics:
Easily satisfied to pass/master the materials minimally
Achieving/passing grade score(2.0/C) or (3,0/B)
Just like swimmers of surface of water/campers
Poor mastery and sources of learning
Imitator and receiver
2. Deep learners( researcher and programmer)
The characteristics:
Satisfied when mastering/passing with maximum quality
Archiving/passing top score (4,0/A+)
Like diver to touch sea base/climbers
Rich mastery and sources of learning
developer
3. Achiever learner( philosophers/thinkers/creator of arts and technology)
Unlimited sources and mastery of learning
Unlimited by score of achievement
Like explorer under the sea base (racers)
Innovator
IV. Schools of learning theories
1. Behaviorism
a. Founder and developers :
Ivan Pavlov: stimulus – responses – chains
Skinner: reward and punishment
Watson: reinforcement between + and -.
b. Philosophical roots: realism →experimentalism → empires’→ positivism → behaviorism
c. Principles of learning: learning takes place because of stimulus and responses chains that produce mechanistic behaviors.
d. Application in learning: drill methods to make habits. Ex; speaking, driving, etc.
e. Strength: the skills to be driver are observable and measurable.
HUMANISTIC THEORY OF LEARNING
A. Basic concept of humanistic psychology
Humanistic psychology began as a reaction to psychoanalysis and behaviors, which dominated psychology at the time. Psychoanalysis was on understanding the unconscious motivations that drove behavior. Behaviorism studied the conditioning processes that produced behavior of organism including animals and human.
Humanistic psychology focused on each individual potential and stressed the importance of growth and self actualization. The fundamental belief of humanistic psychology was that people are innately good, with mental and social problems resulting from deviations from this natural tendency.
Philosophically the humanistic approach has its roots in existentialist thought.
Epistemologically, humanistic psychology prefer qualitative research methods to the more “positivity” and “ empiricist”. Qualitative approaches.
B. Humanistic theory of human’s needs
The theory of hierarchy of human’s needs becomes the root of objectives in humanistic learning. Human has hierarchical needs from basic to highest ones.
Biological needs to becomes the first and basic as it is the fundamental aspect of all living organisms, such as animals and especially humans. This need is physical, physiological and instructive in nature.
Then it is followed by intellectual one. Self actualization becomes the highest level of human’s need. By self actualization human can reach peak experience in this life. This theory is rooted from its pluralistic ontological view of human’s psyche that consists of mind, consciousness. They are:
Psychological needs
Deficiency needs
Safety needs
Social needs; such as, friendship, intimacy, and having communication and supportive family.
Self eastern needs
Act aesthetic needs
Some basic principles of humanistic approach:
1. Students will learn best what they want and need to know
2. Knowing how to learn is more important than acquiring a lot of knowledge.
3. Self-evaluation is the only meaningful evaluation of a students work
4. Feelings are as important facts
5. Students learn best in a non-threatening environment
C. Humanistic principles
One result of humanistic learning highly motivated students. Studies show that students in classroom of high facilitative teachers achieved better, and used higher levels of thinking.
1. Promote positive self-direction and independence( development of the regulator system)
2. Develop the ability to take responsibility for what is learned (regulator and affective system)
3. Develop creativity ( divergent thinking aspect of cognition)
4. Develop curiosity (exploratory behavior, a function of imbalance or dissonance in any of the systems)
5. Develop interest in the arts and sport ( primary to develop the affective / emotional system and physical health)
GESTALT THEORY OF LEARNING
A. Introduction to Gestalt Psychology
1. Psychology Roots
Etymologically in the German language the noun “gestalt” has two meaning: beside the connotation of shape or form as an attribute of things, it has the main of a concrete entity which has or may have a shape.
Gestalt psychology, founded by Max Wertheimer, was to some extent a rebellion against the molecular of wound’s program for psychology, in sympathy with many others at the time, including William James.
Philosophically the school of Gestalt Psychology roots from traditional such as:
a. Existential philosophy, which began with Kierkegaard and was further develop by Marcel and Marleuponty, focuses on existence existential meaning of freedom, destiny, and the existence of God.
b. Phenomenology, in its broadest sense is a philosophical doctrine that educates the scientific study of immediate experience as is the basic (subject matter) of psychology.
c. Holisms, and the concept of the whole, were taken up by Jan Smut (1926) in Holism and evolution, Smuts considered the organism to be a self-regulating entity with metabolism and assimilation being fundamental function of all organic wholes.
d. Humanism, as a multifaceted approach to human experience and behavior, focuses on an individual’s self-actualization and uniqueness, with choice and integration.
2. Nature of Human in Gestalt Psychology
a. Biological field theory
The field concept believes that all organisms exist in environmental context with reciprocal influences on each other.
It’s organized interactive, interconnected, and interdependent totality.
b. Theory of the organism
An organism is an ordered whole, intrinsically self regulating individual, seeking growth towards maturity and the fulfillment of its nature.
c. Organisms self-regulation
Self-regulation is a process in which the organisms strive for the maintenance of an equilibrium.
d. Concept of contact
Contact, as the “lifeblood of growth”, is paramount for survival and change. It is understood as the other (environment and internal others, i.e. alienated aspect, blocked feelings, thoughts, and memories. Like as, friendship, cooperative, conflict, hostility, competition, and war.
The essence of human life is contact.
e. Whole making capacity
f. Problem solving: involves restructuring and insight. It was proposed that problem solving involves mentally combining and re-combining the various. Element of a problem until a structure that solves the problem is achieved.
B. GESTALT THEORITICAL
1. Principle of totality: taking into account all the physical and mental aspects of individual simultaneously because the nature of the mind demands that each component be considered as part of a system of dynamic relationships.
2. Principle of psychophysical isomorphism: a correlation exists between (conscious experience) and cerebral activity.
The focus of gestalt theory is the idea of “grouping” characteristics of stimuli cause us to structure or interpret a visual field or problem in a certain way.
1. Proximity: element tend to be grouped together according to their nearness.
2. Similarity: items similar in some respect tend to be grouped together.
3. Closure: items are grouped together if they tend to complete some entity.
4. Simplicity: items will be organized into simple figures according to symmetry, regularity, and smoothness.
The basic ideas of gestalt psychology.
1. Perception is often different from reality
2. The whole is more than the sum of its parts
3. The organism structures and organizes experiment
4. The organism is predisposed to organize experiment in particular ways
Considered thinking to happen in 2 ways:
1. Productive thinking (solving a problem with insight, this is a quick insightful unplanned response to situations).
2. Reproductive thinking
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