Towards a contemporary and comprehensive theory of learning

Páginas: 8 (1995 palavras) Publicado: 19 de maio de 2012
Towards a contemporary and comprehensive
theory of learning

Roskilde University, Denmark
Individual Word:
The modern concept of competence is including personal qualities and ability to be flexibly in well-known and unknown situations. The concept of learning must to be understood broad sense.
The contemporary theory, according Illeris, is based in:
• Firstly:
a)External interaction process: between the learner and his or her social, cultural and material environment.
b) Internal psychological process: create news impulses with are results of prior learning.
• Secondly:
a) The cognitive dimension: of knowledge and skills.
b) The emotional dimension: of feelings and motivation.
c) The social dimension: of communication and cooperation.

The theory have theapproach specifies which four levels of with what happens when intended learning does not occur. This new theory has been applied both inside and outside of the education system. The new theory is gaining adherents in the professional psychological, education and management circles.
The starting point for definition of learning is to open a field so as to that fits all processes that becomerelatively lasting changes of skills, whether they of a motor cognitive, psychodynamic or social character, and which are not due to genetic-biological maturation.
The first step for understanding the process learning is to know the interaction between the theories basic: external interaction process and internal psychological process. The process can to be taught separately, as most theories oflearning.

The three dimensions of learning

Figure 1 – The fundamental processes of learning.
The individual dimension is represented by the horizontal arrow, linking cognitive and emotional aspects involved in learning. The social dimension, in turn, is represented by the vertical arrow that leads to an intermediate point in the individual dimension arrow, indicatingthat the two processes are co-determinants of learning. The double arrows reinforce the notion of constant interaction between the three dimensions.

About the second basis of the theory

The cognitive dimension is driven by the learner incentives to seek resolutions on what happens to your life, accumulating skills and abilities in themselves behave in practice due to situations. In otherwords, is the development of skill and ability through the experiences they experience in their resolutions.
The emotional dimension is always influenced by the cognitive, certain information can influence the emotional and vice versa.
The social dimension is the dimension of external interaction such as participation, communication and co-operation.
The figure of the triangle represents thetension between specific learning and learning in general or other processes such as development of sensitivity, functionality and sociability.

An example from everyday school life

An everyday example of a situation at school, a teacher giving a lesson, he must apply the content to students and interact in the form of questions to students, to check if your class has absorbed the past knowledge.The result should be satisfactory, students will assimilate the data and content to apply it in the form of resolutions during the class. Sometimes it may happen that the student does not show expected results, the problem may be: the teacher was unable to pass on knowledge satisfactorily, the student does not absorb the content of distraction, or the student may have error acquired during thelearning, making that does not properly assimilate the content received. Much of the cognitive error occurs, but other times can occur for emotional for some situation experienced by the student which led to decreased motivation and consequently decreased mental energy. Therefore it is very important to deal with the learning process on the emotional, yet it depend on the interaction with the...
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