Reflection on Learning and Development
- Learning vs. Development
I just found that Vygotsky refreshed my way of perceiving two words, learning and development, which I always blended them. One of the take-home messages from the discussion was that, based on Vygotsky's theory, the influence of learning and development might occur under different mechanisms.
The process of learning emphasizes memorization, recitation, and accommodation. A person can learn to gain a mastery of a specific domain if spend time memorizing knowledge. One can learn to be knowledgeable because he/she accommodate information to one's present schema (Might that be the reason why I am in pursuit of a master's degree?) However, development does not take place in the same way. Development refers to that one changed the structure and generate a more reflective way of thinking.
- Could class teaching promote development?
I wondered how a class could promote one's development process, not limited to learning?
It is possible. The development could take place via an individual's experience, which could be the restructure of thinking triggered by social interaction or reading. I strongly believe that development, not only learning, could be happening in classroom settings anytime. When we read or communicate, we are being exposed to different ideas and thoughts, thus there could be consensus or conflicts. It is possible that in order to figure out why the contradiction occurs, an individual changed one's way of thinking and embrace disequilibration.
I remembered a very different teacher in my undergraduate study. Even though my major was education, all of my courses were fairly exam-oriented and based on text-book reading. However, only that teacher would not repeat or list what was said in the textbook. The course name was Principles of Kindergarten (Preschool) Education, whereas his course content was not restricted to the dogmatical doctrine of teaching methodology or administrative policies. He would demonstrate why the ecology of kindergarten education would be like this today from a societal perspective, by criticizing how political and cultural influence would control people's collective behaviors in educational settings, and the reason why we were unaware of that.
My thoughts towards the relationship between education and society were shaken by the teacher's discourse. Although those critical ideas were not expressed in an interactive way, constrained by the format that teachers spoke while students listened. His words triggered my thoughts and I could feel that the teacher had his independent thinking, and those ideas were reasonable, and they are right.
However, when talking with my classmates, I realized that many of them were not satisfied with his style of teaching. They had accustomed to the class stuffed with seemingly systematic theories for so many years. They thought what he did was much worse than those lecturers who merely read textbooks, saying that "at least they are teaching something in the textbook". Obviously, they were not trying to construct their own thinking by taking courses. The pattern of information-processing (Gagné, 1974) has been ingrained in their daily life, at least within an educational context.
I wonder whether being an information manager might be an approach to avoid learned helpless. As Marvin shared in the discussion, that he was confused about why segregation was prevailing in special education and how can we do to improve it. If all people learn through the agenda designed by authority and they yield to the current situation. They would not experience the moment that they are feeling hopeless about the irrational reality. However, at the same time, they were like lamb to the slaughter.
I just found that Vygotsky refreshed my way of perceiving two words, learning and development, which I always blended them. One of the take-home messages from the discussion was that, based on Vygotsky's theory, the influence of learning and development might occur under different mechanisms.
The process of learning emphasizes memorization, recitation, and accommodation. A person can learn to gain a mastery of a specific domain if spend time memorizing knowledge. One can learn to be knowledgeable because he/she accommodate information to one's present schema (Might that be the reason why I am in pursuit of a master's degree?) However, development does not take place in the same way. Development refers to that one changed the structure and generate a more reflective way of thinking.
- Could class teaching promote development?
I wondered how a class could promote one's development process, not limited to learning?
It is possible. The development could take place via an individual's experience, which could be the restructure of thinking triggered by social interaction or reading. I strongly believe that development, not only learning, could be happening in classroom settings anytime. When we read or communicate, we are being exposed to different ideas and thoughts, thus there could be consensus or conflicts. It is possible that in order to figure out why the contradiction occurs, an individual changed one's way of thinking and embrace disequilibration.
I remembered a very different teacher in my undergraduate study. Even though my major was education, all of my courses were fairly exam-oriented and based on text-book reading. However, only that teacher would not repeat or list what was said in the textbook. The course name was Principles of Kindergarten (Preschool) Education, whereas his course content was not restricted to the dogmatical doctrine of teaching methodology or administrative policies. He would demonstrate why the ecology of kindergarten education would be like this today from a societal perspective, by criticizing how political and cultural influence would control people's collective behaviors in educational settings, and the reason why we were unaware of that.
My thoughts towards the relationship between education and society were shaken by the teacher's discourse. Although those critical ideas were not expressed in an interactive way, constrained by the format that teachers spoke while students listened. His words triggered my thoughts and I could feel that the teacher had his independent thinking, and those ideas were reasonable, and they are right.
However, when talking with my classmates, I realized that many of them were not satisfied with his style of teaching. They had accustomed to the class stuffed with seemingly systematic theories for so many years. They thought what he did was much worse than those lecturers who merely read textbooks, saying that "at least they are teaching something in the textbook". Obviously, they were not trying to construct their own thinking by taking courses. The pattern of information-processing (Gagné, 1974) has been ingrained in their daily life, at least within an educational context.
I wonder whether being an information manager might be an approach to avoid learned helpless. As Marvin shared in the discussion, that he was confused about why segregation was prevailing in special education and how can we do to improve it. If all people learn through the agenda designed by authority and they yield to the current situation. They would not experience the moment that they are feeling hopeless about the irrational reality. However, at the same time, they were like lamb to the slaughter.
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