My Learning Philosophy

Chassidy Williams, M.Ed. 6/5/2019

Constructivist Theory

​The constructivist theory was influenced by other theories such as Piaget's theory of intellectual growth. Constructively, human beings are known for not disclosing or giving information that they know its immediate use (Bada & Olusegun, 2015). On the contrary, individuals tend to construct their knowledge from their immediate information. Constructivism is an intrinsically motivating theory in which learners are able to develop personal goals and attain better results in their learning through the motivation of these goals.

Constructivist theory, therefore, suggests that learning is influenced by personally engaging in environments that have an abundance of resources (Bada & Olusegun, 2015). Consequently, the theory maintains that the learning process uses previous knowledge, as well as, personal experiences to generate new ideas that make learners more creative. Therefore, the constructivist theory encourages inquiry-based learning that promotes innovation.

​The constructivist model description of the learning process agrees with my personal learning of philosophy. My learning process involves asking a lot of questions as applied in the constructive theory (Winch, Oancea & Orchard, 2015). Besides, my inquisitive nature has contributed to the wide knowledge and mastery of philosophy. Also, I have a high level of curiosity that contributes to my constant questioning and exploration of things around me.

Beliefs about Myself as a Learner

​My belief about learning has contributed to building a practical learning environment. Besides, the beliefs have positively impacted my social life in school in terms of how I relate with other learners. I believe that I am a hands-on-learner who acquires knowledge through practice which is in line with the constructive theory. Also, the theory describes experimenting as the best method of learning since it gives an individual, life-long skills (King, 2015).

As a hands-on-learner, I uphold the view that innovations are best attained through striking a balance between social and cognitive constructive approaches. Besides, I believe that curiosity plays a major role in promoting inventions and innovations in society. Those people who solve problems in the community are the most curious individuals.

Therefore, learners should cultivate curiosity in the way things happen and search for lasting solutions for various problems in the society. There is a need, as stated in my learning goals, for the learners to come together and share their evolving experiences. Also, I believe that learning is a continuous process in the quest for an answer to what happens in the world around us. Therefore, it is important for a student to learn philosophy as it can assist in solving problems that surround us.

Beliefs about the Relationship between Teaching and Learning

​The relationship between learning and teaching allows for free-styling. That is, there should be free movement of information from the teachers to the learners. I believe that teachers contribute a lot to the learning outcomes of students. A teacher who encourages students to study through hands-on-experiences has a higher chance of getting better results. According to the constructivist theory, inquiry-based research methods are the best procedures of learning (Barcelos, 2015). Besides, the confidence of a teacher is critical to the learners' performances.

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Students are more likely to do better if their lecturer is confident in what he or she delivers in the laboratories, lecture halls, or field. Also, instructors should motivate their students as scholars who are motivated can influence other learners who may be lacking the motivation to learn philosophy. (Tondeur, Van Braak, Ertmer, & Ottenbreit-Leftwich, 2017).

Beliefs about Learning in General

Generally, learning is the act of acquiring existing and modified knowledge. However, learning may take different approaches depending on where it is being practiced and who is practicing it. In my belief, equity and individualized learning are not only advantageous but also the best types of learning. Equity should be practiced in all learning practices as education has become a common need for everyone. Equity is broad as it includes equal resourcing, academic support, and funding. To achieve true equity, all these aspects should be considered to ensure equal learning outcomes. Therefore, educators and education stakeholders should apply justice and encourage an education system with freedom from favoritism.

​Furthermore, I believe in individualized learning as a method of teaching where learning is based upon the abilities of the student. Additionally, the goals of the students may vary depending on his/her abilities and the learning progress. This has proved to be a beneficial type of learning as it helps students develop social goals and career choices at a young stage (Solberg et al, 2018). Therefore, this creates multiple benefits for both the learner and the educator. For instance, students with individual learning are more exposed to motivation and higher academic achievements. This is due to their changes in life goals which makes them aware of their career path.

Beliefs on the Difference between a Learning Philosophy vs a Teaching Philosophy

The teaching style of philosophy is directly related to what learning and knowing philosophy are. Most of what educators in philosophy hold is their experience when they were students. That is why most educators enjoy teaching and spending time with those who enjoy pedagogy (Hendricks, 2015). Therefore, an instructor is more likely to teach according to how he/she was taught. Thus, the future teaching styles of philosophy depends on how the philosophy will be taught today. However, various philosophers have researched what it means to teach and learn. Various arguments have been put in place as each philosopher has a distinguished definition.

​However, most philosophers have agreed that learning is defined by the beliefs of an individual (Bowne, 2017). For instance, an individual might have a clear knowledge about a supreme being while another individual might not be interested in knowing anything to do with the spiritual world. Therefore, the second individual can only be taught about spirituality when he/she is willing. Therefore, learning and teaching depend on what an individual believes and what he is willing to learn. However, other factors such as the environment and social beliefs may affect an individual willingness to learn philosophy. Additionally, factors such as the learner's willingness to be taught philosophy might also affect the teaching process.

Connection to One or More Learning Theories to Support My Position

Learning theories apply that students learn and think in different ways (Willingham, Hughes, & Dobolyi 2015). Constructivism is a theory that is mostly found in psychology that explains how people acquire knowledge. This theory is therefore applied in philosophy education to explain the impact of learning philosophy. The theory elaborates that humans develop knowledge through past and recent experiences. This theory has impacted teaching methods in various institutions which have led to improved learning outcomes.

​This theory is linked to various education reforms that are experienced today. However, various studies have been done on the constructivism theory, some supporting it and others contradicting the results (Savery, 2015). Despite the contradictions, this theory is evident to support inquiry-based learning. This is a learning method that emphasizes a student's role in the learning process. Rather than instructors telling the students what they need to learn, students are left to do research on various academic materials and ask questions to the instructors. This method is effective as it engages learners in the teaching process and the students get a chance to explore topics effectively.

References

Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66-70.

Barcelos, A. M. F. (2015). Unveiling the relationship between language learning beliefs, emotions and identities. Studies in Second language learning and teaching, (2), 301-325.

Bowne, M. (2017). Developing a Teaching Philosophy. Journal of Effective Teaching, 17(3), 59-63.

Hendricks, C. (2015). Teaching and learning philosophy in the open. American Association of Philosophy Teachers Studies in Pedagogy, 1, 17-32.

King, J. E. (2015). Dysconscious racism: Ideology, identity, and the miseducation of teachers. In Dysconscious Racism, Afrocentric Praxis, and Education for Human Freedom: Through the Years I Keep on Toiling (pp. 125-139). Routledge.

Savery, J. R. (2015). Overview of problem-based learning: Definitions and distinctions. Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows, 9, 5-15

Solberg, S., Martin, J., Larson, M., Nichols, K., Booth, H., Lillis, J., & Costa, L. (2018). Promoting Quality Individualized Learning Plans throughout the Lifespan: A Revised and Updated" ILP How to Guide 2.0". National Collaborative on Workforce and Disability for Youth.

Tondeur, J., Van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555-575.

Willingham, D. T., Hughes, E. M., & Dobolyi, D. G. (2015). The scientific status of learning styles theories. Teaching of Psychology, 42(3), 266-271.

Winch, C., Oancea, A., & Orchard, J. (2015). The contribution of educational research to teachers’ professional learning: Philosophical understandings. Oxford Review of Education, 41(2), 202-216.

Appendices

Annotated Bibliography

Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66-70.

According to Bada & Olusegun (2015), constructivism is among the biggest learning ideas ever implied in the learning sector. The main focus should be on students if educational reforms are to succeed. Constructivism is well known for its contribution to the student-centered method of learning. The theory purposes to explain how students acquire knowledge and learning processes (Bada & Olusegun, 2015).

Barcelos, A. M. F. (2015). Unveiling the relationship between language learning beliefs, emotions and identities. Studies in Second language learning and teaching, (2), 301-325.

According to Barcelos (2015), there is an intrinsic relationship between identity, cognition, and emotions. Therefore, an individual's beliefs that affect identity could lead to negative emotions. As such, the understanding of these relationships, especially among the researchers, lectures, and teachers is important in learning. Therefore, the author purposes to show how the understanding could help in revealing the complex issues related to learning beliefs in education hence make it better.

King, J. E. (2015). Dysconscious racism: Ideology, identity, and the miseducation of teachers. In Dysconscious Racism, Afrocentric Praxis, and Education for Human Freedom: Through the Years I Keep on Toiling (pp. 125-139). Routledge.

In this article, the author purposes to illustrate a critical transformation of teachers in the education system in promoting diversity in learning. Teachers should always have the knowledge to deal with dysconscious racism and other vices (King, 2015). Besides, prospective teachers require to have an intellectual understanding of their students' actions and emotions that could affect their learning. This could help in promoting the learning and lives of students in schools.

Tondeur, J., Van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555-575.

Tondeur, Van Braak, Ertmer & Ottenbreit-Leftwich (2017) purposes to show a lot of efforts that have been put towards the integration of technology in learning. However, the process still remains to be complex. This has been influenced by the traditional beliefs of some teachers in relation to technology. These beliefs impended the implementation of the whole process of learning. Therefore, there is a need to change the teachers’ perceptions towards technology use in the learning processes in schools (Tondeur, Van Braak, Ertmer & Ottenbreit-Leftwich, 2017).

Winch, C., Oancea, A., & Orchard, J. (2015). The contribution of educational research to teachers’ professional learning: Philosophical understandings. Oxford Review of Education, 41(2), 202-216.

According to Winch, Oancea & Orchard (2015), teachers’ education is considered as the key enabler of a positive association between research and practice. There are three kinds of professional knowledge that could make the relationship better. This is the situated, technical, and critical knowledge. There would be a better relationship between what students learn in class and the practical if teachers use their professional knowledge well.

Hendricks, C. (2015). Teaching and learning philosophy in the open. American Association of Philosophy Teachers Studies in Pedagogy, 1, 17-32.

Hendricks (2015) explains how teachers appreciate learning and teaching in the community. Also, they actively participate with other community members who are interested in pedagogy. Therefore, the author purposes to outline the benefits of engaging in open education and learning, as he elaborates major drawbacks that may hinder the practice.

Solberg, S., Martin, J., Larson, M., Nichols, K., Booth, H., Lillis, J., & Costa, L. (2018). Promoting Quality Individualized Learning Plans throughout the Lifespan: A Revised and Updated" ILP How to Guide 2.0". National Collaborative on Workforce and Disability for Youth.

Solberg et al., (2018) explain how individual learning assists students to develop a goal-oriented mind. They argue that higher learning institutions have started to view individualized learning as a good way of developing education among young people. They purpose to show that through individualized learning, students will be able to view learning opportunities and develop life goals.,

Bowne, M. (2017). Developing a Teaching Philosophy. Journal of Effective Teaching, 17(3), 59-63.

According to Bowne (2017), educators become reflective auctioneers through developing teaching practices. They do this by applying various teaching strategies. For instance, the author suggests that universities develop teaching philosophies that help show individuals beliefs on teaching and learning. The author illustrates how experienced educators can develop their teaching ideologies.

Willingham, D. T., Hughes, E. M., & Dobolyi, D. G. (2015). The scientific status of learning styles theories. The Teaching of Psychology, 42(3), 266-271.

According to Willingham, Hughes, & Dobolyi (2015), learning theories help an individual learn and understand teachings efficiently. They suggest that individuals learn and understand in different ways. The differences are not in terms of ability but the preferences of an individual.

Savery, J. R. (2015). Overview of problem-based learning: Definitions and distinctions. Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows, 9, 5-15.

Savery (2015) discusses the problem-based learning approach. The author purposes to elaborate on how the approach has been applied in many countries over thirty years. The approach empowers learners and helps them apply the knowledge and skills that they have acquired. The author finally distinguishes the approach from other learning approaches that are used.