Internationalt formidlingsseminar 2010 15. – 17. marts 2010 Nyborg Strand

Hvornår giverdet mening?

George E. Hein Professor EmeritusLesley University

ghein@lesley.eduhttp://www.lesley.edu/faculty/ghein/index.html

Graduate School of Arts and Social Sciences

A Theory of Education Requires:

• Theory of LearningHow do people learn? Why do they learn?

• Epistemology (A Theory of Knowledge)What is the “it” that people learn? Applies to skills and

attitudes as well as “knowledge”

• Pedagogy Given the two above, how to teach?

Some general characteristics of learning

• Learning is a complex process (but everyone learns)

• In general, learning is continuous and cyclical (Kolb for example)

• Learning involves more than intellect (emotion, motivation, etc.)K. Illeris talks of “incentive”

• Learning is “situated”, i.e. impacted by its environmentFalk and Dierking’s socio-cultural and physical contextGilmore & Pine, look at entire “experience”

• Learning happens in intentional environments (school, museums) and in general environments (family, museums, stores)

Theory of Learning

Th

eory

of

K

now

led

ge

Learning in Schools and Museums

Hein, G. E. (1998) Learning in the Museum, London: Routledge.

Theories of Learning

Passive mind, Knowledge added bit by bit

Active learner constructs knowledge

Assumed by lecture/textRequired for behaviorist

theory

Matches “Cumulative”K. Illeris “Assimilative”

Assumed by DiscoveryRequired by Constructivism

Matches ”Accommodative” K. Illeris “Transformative”

Theories of Learning

Passive<1900

Active2000

The general concept of “human development” is a great intellectual development of the 20th Century

(Freud, Piaget, Vygotsky, etc.)

To believe that human growth is neither predetermined, nor guided by a supernatural force (a final cause)

is a modern idea.

Historical Trend for Learning Theories

Time

AssimilationCategories already exist “inside” to organize experience (information) from “outside.” Example: Learning that Copenhagen is the capital of Denmark*—if you already know what a country is and what “capital” means.

Piagetian concepts adapted from diagrams available at:http://www.learningandteaching.info/learning/assimacc.htm

What is meant by “constructing meaning?” Piaget’s distinction: Assimilation and Accommodation(Illeris uses similar language) Both are essential for education

Good model for “ordinary” learning: practice and repetition help

*But, is Jerusalem the capital of Israel, or the proposed “State of Palestine,” or both?

AccommodationLearning of interest to EducatorsFor accommodation, categories need to be created “inside” for experiences (information) from “outside.” Example: Learning that there are political entities, subdivision, states, capitals, etc. special cities that are capitals of states, nations, etc.

Accommodation requires a mental change (usually a displacement of former concepts): mental agility, imagination, appreciation for new ideas helps. (Note: These all need to be learned!)

Piagetian concepts adapted from diagrams available at:http://www.learningandteaching.info/learning/assimacc.htm

Theory of Knowledge

Knowledge existsIndependent of knower

Knowledge constructed individually and socially.

Not the same for everyone

Derived from same intellectual roots as theories of development, but more recent (and not complete) acceptance. A component of post-modernist thinking.

Not possible without modern biology (Darwin) and modern, probabalistic physics that include the possibility for change and growth without extra-natural causes.

Humans create meaning (knowledge)There is no certainty

Constructivism proposes that besides having to create new categories for learning the categories themselves are created by

Piagetian concepts adapted from diagrams available at:http://www.learningandteaching.info/learning/assimacc.htm

humans as they learn and have no absolute existence outside of our minds.

“Karen” “George” “Sidsel”

Theory of Learning

Th

eory

of

Kn

ow

led

geConstructivism

Knowledge is externalexists independent of learner

Knowledge is internal, constructed in learner’s mind in context (social)

Passivemind, knowledgeadded piecemeal

Activeengagementof mind

Hein, G. E. (1998) Learning in the Museum, London: Routledge.

Traditional Lecture And Text

Stimulus-ResponseApproach (Behaviorism)

Discovery Learning

Pedagogy for different sectors:

Traditional—focus on content, arrange this in the most logical manner: chronology; simple to complex; basic to advancedEmphasis on “knowledge”

Behaviorism—break into sequential steps, emphasize desired outcome through drill and repetition, consider rewards (and/or punishment). Emphasis on learning (mostly as assimilation)

Discovery—provide activities that are most likely to lead learner to figure out principles, generalizations, structure, etc. Emphasis on active learning towards a specific “knowledge” outcome

Constructivism—provide experiences that encourage meaning making and improve thinking and problem solving ability. Emphasis on learning to learn, on processes.

Possible pedagogic attitudes towards personal meaning making, both in learning and in knowledge.

1. Ignore (Traditional, Content Centered)

2. Suppress (Behavioral)

3. Tolerate as Inevitable (Discovery)

4. Encourage or Embrace (Constructivism)

Meaning making (conceptual change/ accommodaton) happens through metaphor, induction, play, sudden insight, “Eureka!” etc.

For concept change to occur, the “inconvenience” (challenge? opportunity?):

1.Must be within reach of the learner (student/visitor)—neither too familiar nor too strange

(An empirical question, varies over a range for visitors)

2.Must be worthwhile, the learner must have a reason to prefer the new idea/concept/attitude

(Gilmore & Pine talk of “sacrifice” vs what visitors want)

This is the crucial pedagogic problem of constructivism for schools and museums

Known for his literacy training using simple, familiar and powerful images—and discussion about them—in the service of social action.

Paulo Freire(1921-1997)

Man in the world and with the world, nature and culture

Man transforms the material of nature by his work

Illustrations from Education for Critical Consciousness (1973)

Example of Constructivist, Progressive Pedagogy (Why was Freire exiled?)

Personal Knowledge

Shift from

Naïve to

Expert

Learner

In a Discipline:

Naïve Learner

More advanced learner

Expert

Personal Knowledge

Personal Knowledge

What makes (even small) conceptual changes possible?

• Logic/consistency • Intellectual elegance • Respected authority • Aesthetic appeal • Imagination • Ideological (moral) match • It “feels” right • Social approval • Other rewards

NOTE: no factor is necessary; any or all can be sufficient.