Conclusion
This chapter outlined the concepts of learning and introduced its theories and processes. This text will go on to explore how learning fits within educational structures, organizations, public institutions, and social settings. Furthermore, these concepts, processes, and theories will serve as a guide toward other chapters in the book.
These are the learning objectives of this chapter:
- Constructivism is building on the learning through the individual experience and Bloom’s Taxonomy takes that individual experience and attempts to build it to a higher level. Epistemology is the scientific knowledge base that guides cognitive learning through constructing and expanding.
- Experiential learning is forming knowledge through lived experiences in the environment, where genetic epistemology follows an inherent psychological learning trait of how cognizance is gained. Mastery learning introduces an empirical understanding through a sense of learning achievement. Critical pedagogy and liberal pedagogy develop an understanding of teaching and learning through the lenses of power and oppression or through naturalism and empiricism.
- The approach is to balance the areas of cognition, psychodynamic, and social processes in relation to an ecological formation of change.
- One way to describe learning is a multi-faceted, interdisciplinary process of change within a person. It imports critical, scientific, and experiential factors to achieve outcomes through learning approaches by an educator, and engagement through the participant.