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Assignment 6, Psychology
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Assignment 6, Psychology
Computationalism is the view about the learning of mind towards the evolution which states the information is processed about the world no matter how much infinite it is. The information is then coded even if it is some unambiguous information which is hard to code. It then follows the steps of inscription, sorted out, stored in a safe place, collated and is finally retrieved and is often managed by computational device (Illeris, 2018). Computationalism sees mind as an computationalism that collects and stores the data like a computer. It gathers the data but fails to decide which data should be kept and used and which one should be removed. This is why another approach is needed in the form of culturalism which focuses s more on the nature of the mind. Here reality is reflected through symbolism that is shared between different member of the group or community (Illeris, 2018). This method is more organized and constructive when it comes to learning through symbolism. This view helps which type of information should be used for learning.
Pedagogy is the process of evolving theory and practice of education in the learning process and to influence and improve the growth of the learners. As Pedagogy involves the theoretical implication and practice in the development of adult learners, it can easily be taken as an academic discipline. If pedagogy and other social sciences are applied to the education, then they can help make the adult learners understand the knowledge and skills that are necessary to be exchanged in educational context (Illeris, 2018). These fields keep in consideration the interaction that takes place with the environment while learning the information received from the environment.
According to Ziehe (2018), there three main learning problems faced in youth are the approach to symbolic learning, subjectivism, informalization for youth. When it comes to subjectivism and informalizatin, it becomes hard for the youth to learn because what they perceive as objective about the society might be subjective for someone else in learning. Similar is the case with informalization as the context of informality keeps on changing in learning.
Behaviorist theories are the theories that relates to the behavior changes which includes the stimulus and response relations, the control element in behavior and the adaptive response brain gives in response to the external changes.
Cognitive theories study the internal structures related to cognitive thinking, the learning that leads to transformation in these internal cognitive structures. The pedagogical focus of these theories is to process and then transmit the information through communication, details, contrast and resolving etc. These theories are effective for designing sequences of the materials where concepts are required (Illeris, 2018).
Constructivist theories comes into play where the learners require their own critical thinking to build their own mental structures while dealing with the environment. The pedagogical approach is different here in a way that it is task oriented. Learners prefer to indulge in activities themselves and handle the direction of their tasks independently (Illeris, 2018).
Social learning theories opts for social interactions but from a more psychological perspective. They give more importance to interpersonal relations that involves imitation and modelling by studying cognitive processes. They incorporate observation as a source of social learning.
Activity theories relates to the structure of activities as the entities constituted historically. Their pedagogical method is filling the gap between the historical state of the activity under observation and the developmental stage of the learner with relation to that activity.
Socialization theories focus is on the attainment of membership by the newly joined people within functionalist framework where obtaining the membership in that setup is defined as internalizing the rules and norms of the group(Illeris, 2007).
Organizational Theories can include both the ways in which persons learn in a well-organized setup and the methods of learning is promoted in organizations. Their pedagogical approach includes the structures, politics and other things etc (Illeris, 2007).
Wildemeersch and Stroobants’ theory of transitional learning was derived from the labor work of women in the job market by relating our own self with the work. This provided the motivation to develop a theory on the basis of the work performed by the women. The theory explained this behavior of transitional change which comes in a person over the course of the life in relation to the society. The said that in these cases, activity does not come in to account but rather person’s own self is enough to derive him and change him. Real job is not always the activities we perform but the way of handling these activities especially when we involve yourself in that task. Reconstruction of the self is sometimes very important in relation to society to evolve. These type of transitional learning only occurs when the person is exposed to unpredictable and unexpected changes in the dynamics (Illeris, 2018). These changes occur in the life course which forces the individual to opt for four main strategies i.e. adaptation, growth, distinction and resistance to the societal context he is exposed. The process of anticipation, acceptance of change evolving, handling, and molding according to the environment is called transitional learning.
References
Illeris, K. (Ed.). (2018). Contemporary theories of learning: learning theorists... in their own words. Routledge.
Illeris, K. (2007). How we learn: Learning and non-learning in school and beyond. Routledge.
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