1. Emphasis on the process of learning; it is my contention that learning is the medium in Distance Education.
2. Self-determination, as reflected in learner autonomy, self- direction, and self-evaluation; this concept is emphasized in the Loci of Control idea in that the three state variables, the inquiry-advocacy, positivity-negativity and other self (internal-external) supports the self-evaluation process. The inquiry-advocacy is an internal mechanism of assisting the learner to evaluate the material in a way of examination and re-evaluation and subsequent reinforcement.
3. Mutual caring and understanding among teachers, learners, and others (connectedness); the concept of inquiry-advocacy can extend into the Group-Context arrangement and allow for collaborative construction of learning.
4. Relevance of material, including readiness of the student to learn; the sense of acceptance into the platform can benefit the learning process by veering away from the emphasis on the dependency on the experiential construct.
5. Integration of affect and cognition in the teaching-learning process;
6. An "awareness of the environment, culture, history, and the political and economic conditions in which learning takes place" (Shapiro, 1987, p. 160);
7. Preference for affective and experiential learning approaches;
8. An approach to social change that is anti-authoritarian with the intent to "serve society by improving its education institutions" (p. 160); this is the Discourse section offered in the traditional schools and needs to be further implemented into the structure of distance education.
Social Justice needs to be the “cause and effect” construction of the endeavor as indicated by the experience of the author of this paper. Discourse is gained from experience and the end-result is the benefit of the “experience of having taken the courses online” where the student-learner gains in experiential contexts as a result of his or her studies and affects his or her life in much the same way that traditional students do in their life.
9. Equity, consensus, and collaboration through democratic participation in the learning process;
10. A personal growth orientation that stresses self-actualization via self-awareness; this is a step-wise learned process of individual exploration and search into the constructs of life in general. It is an expression of the Maslowian levels and as a system of learning theories, has a certain amount of brevity within the design of the Humanistic model.
11. A people orientation based on trust and a positive view of humanity, such as is reflected in McGregor's (1960) "Theory Y"; discussed earlier.
12. Emphasis on individualism; and also on the Group-Context.
13. A concrete, pragmatic view of reality;
14. Self-evaluation that emphasizes formative over summative evaluation; this section can support the concept of “increase of worth.” The sense that knowledge is a commodity and the value of the commodity is presented as being the extent of “self-worth.” This concept alone can allow for a self-supporting mechanism and elevate the motivational limits that we experience in the class system.
15. Variety and creativity, as reflected in spontaneity, originality, and diversity in learning; this is indicative of “situated meanings,” as expressed in semiotic theory, and also indicates discourse.
The above are the true objectives of the distance learning platform, and is the desired outcome in any online course format.
16. A transpersonal orientation that stresses holistic development of the person, including potential for spirituality. In the Humanistic model, we find that the emotion construct is the pathway for the development of maturity and self-worth; where both are the desired outcomes for any distance learner.
References
Brockett, R. G. & Hiemstra, R. (1991) Self-Direction in Adult Learning: Perspectives on theory, research and practice. London and New York: Routledge
McGregor, D.M. (1960). The human side of enterprise. New York: McGraw-Hill
Shapiro, S. B. (1987). The instructional values of humanistic educators: An expanded empirical analysis. Journal of Humanistic Education and Development, 25(3), 155-170.
Strand, Margith A.(2010) Humanism for me and you/ Fielding Graduate University/Higher Education and Grounded Theory Concentration/ Ed.D. Program
Saturday, July 24, 2010
Friday, July 23, 2010
Means-End Analysis/
Means-End Analysis involves:
1. Describe the desired outcome.
2. Define the goals necessary to reach the end state.
a. Global objects, traits, skills, behaviors, or specific conditions that characterize the goal(s).
3. Describe the current state.
4. Analyze the means necessary to get the desired outcome.
5. Construct and implement a plan.
6. Review, evaluate, and refine the plan.
Data Collection Plan
Ask yourself the following questions as you decide what data to collect. You may start your research with specific data in mind but you may realize that other data will help corroborate or clarify.
What information would help answer your research question? What data collection would generate the information?
In what ways does group work on a computer influence student decision-making?
Types of questions asked during group work Tape recording of student talk; field notes
Student’s opinions about working in groups Survey; interview
Development of content and/or thinking skills over course of study Student journals, assignments, test scores.
Theory or research about computer group work Literature
How do actions and reactions of participants shape what is possible, desirable and ethical?
DATA TYPE Who or What When
Reading literature
Interview
Listen
Observe
Measure
Record Time
Count Behaviors
Use Checklist
Implement Survey
Existing Data
Take photos or video
Record interactions
1. Describe the desired outcome.
2. Define the goals necessary to reach the end state.
a. Global objects, traits, skills, behaviors, or specific conditions that characterize the goal(s).
3. Describe the current state.
4. Analyze the means necessary to get the desired outcome.
5. Construct and implement a plan.
6. Review, evaluate, and refine the plan.
Data Collection Plan
Ask yourself the following questions as you decide what data to collect. You may start your research with specific data in mind but you may realize that other data will help corroborate or clarify.
What information would help answer your research question? What data collection would generate the information?
In what ways does group work on a computer influence student decision-making?
Types of questions asked during group work Tape recording of student talk; field notes
Student’s opinions about working in groups Survey; interview
Development of content and/or thinking skills over course of study Student journals, assignments, test scores.
Theory or research about computer group work Literature
How do actions and reactions of participants shape what is possible, desirable and ethical?
DATA TYPE Who or What When
Reading literature
Interview
Listen
Observe
Measure
Record Time
Count Behaviors
Use Checklist
Implement Survey
Existing Data
Take photos or video
Record interactions
Thursday, July 22, 2010
Balance Scale /Cognitive Application to Distance Education/Connection in idea to original article by Margith A. Strand
1. Introduction
Although connectionist network models have become well known for their ability to simulate low level perceptual, learning, and memory phenomena, it has been unclear whetherthey would be suitable for modeling aspects of higher level psychological processes andtheir development. The recent appearance of a variety of interesting connectionist models of human development suggests some degree of applicability (Chauvin 1989; Elman, 1991;Harnad, Hanson, & Lubin, 1991; MacWhinney, Leinbach, Taraban, & McDonald, 1989;McClelland, 1989; Plunkett & Marchman, 1991; Schyns, 1991).
In addition to these new empirical results with connectionist modeling, a number of recent theoretical papers have argued that the application of connectionist models to cognitive development has fostered a return to the long neglected, but traditional concerns of developmental transition (Bates & Elman, 1993; Plunkett & Sinha, 1992; Shultz, 1991). The twin issues of structure and transition have tended to dominate developmental psychology.
Whereas structural issues concern the description and diagnosis of abilities at various stages, transition issues concern the mechanisms by which the child moves from one stage to the next. Because transition has proven to be such a difficult problem, developmental psychologists have tended to ignore it in favor of more tractable diagnostic studies of children's cognition. Likewise, cognitive modelers have typically had greater success modeling processing at various stages than with transitions between stages.
In the present paper, we report on a connectionist model of cognitive development on balance scale phenomena, emphasizing both structural and transition issues.
* Denis Mareschal is now at the Department of Experimental Psychology, University of Oxford. William Schmidt is now at the Department of Psychology, University of Western Ontario.
Authors: THOMAS R. SHULTZ, DENIS MARESCHAL,* AND WILLIAM C. SCHMIDT
Department of Psychology and McGill Cognitive Science Centre, McGill University
Title of Paper: Modeling Cognitive Development on Balance
Scale Phenomena
Google/July 22, 2010
Although connectionist network models have become well known for their ability to simulate low level perceptual, learning, and memory phenomena, it has been unclear whetherthey would be suitable for modeling aspects of higher level psychological processes andtheir development. The recent appearance of a variety of interesting connectionist models of human development suggests some degree of applicability (Chauvin 1989; Elman, 1991;Harnad, Hanson, & Lubin, 1991; MacWhinney, Leinbach, Taraban, & McDonald, 1989;McClelland, 1989; Plunkett & Marchman, 1991; Schyns, 1991).
In addition to these new empirical results with connectionist modeling, a number of recent theoretical papers have argued that the application of connectionist models to cognitive development has fostered a return to the long neglected, but traditional concerns of developmental transition (Bates & Elman, 1993; Plunkett & Sinha, 1992; Shultz, 1991). The twin issues of structure and transition have tended to dominate developmental psychology.
Whereas structural issues concern the description and diagnosis of abilities at various stages, transition issues concern the mechanisms by which the child moves from one stage to the next. Because transition has proven to be such a difficult problem, developmental psychologists have tended to ignore it in favor of more tractable diagnostic studies of children's cognition. Likewise, cognitive modelers have typically had greater success modeling processing at various stages than with transitions between stages.
In the present paper, we report on a connectionist model of cognitive development on balance scale phenomena, emphasizing both structural and transition issues.
* Denis Mareschal is now at the Department of Experimental Psychology, University of Oxford. William Schmidt is now at the Department of Psychology, University of Western Ontario.
Authors: THOMAS R. SHULTZ, DENIS MARESCHAL,* AND WILLIAM C. SCHMIDT
Department of Psychology and McGill Cognitive Science Centre, McGill University
Title of Paper: Modeling Cognitive Development on Balance
Scale Phenomena
Google/July 22, 2010
Problem Space/Thought Processes/ Basics/July 22, 2010
Thought processes/Google(Problem Space/ July 22, 2010)
---------------------------------------------------------------------------"Cogito ergo sum" (I think therefore I am). These words of Descartes sum up the importance of thought processes in humans and probably the most important reason we differ from animals. Although animals retrieve and store information, there is little evidence to suggest that they can use it in quite the same way as humans. Humans, on the other hand, are able to use information to reason and solve problems, even when the information is partial or unavailable.
Thinking can be categorized into reasoning and problem solving. Although these are not distinct they are helpful in clarifying the processes involved.
Reasoning
Reasoning is the process by which we use the knowledge we have to draw conclusions or infer something we know about the domain of interest. Reasoning is classified as being deductive, inductive or abductive. Deductive reasoning involves deciding what must be true given the rules of logic and some starting set of facts(premises). Inductive reasoning involves deciding what is likely to be true given some starting set of beliefs or observations.
Deductive reasoning
Deductive reasoning derives the logically necessary conclusion from the given premises. It is important to note that it can lead to a logical conclusion which conflicts with our knowledge of the world.
For example,
If it is raining then the ground is dry.
It is raining.
Therefore the ground is dry.
is a perfectly valid deduction ! Deductive reasoning is therefore often misapplied. Human deduction is at its poorest when truth and validity clash. This is because people bring their knowledge of the real world into the reasoning process as it allows them to takeshort cuts which make information processing more efficient.
Inductive reasoning
Induction is generalizing from cases we have seen to infer information about cases we haven't. For instance, if all the dogs that we have seen are white, we may infer that all dogs are white in colour. This is disproved when we see a black dog ! In the absence of counter examples, all that we can do is gather evidence to support our inductive inference. In spite of its unreliablity, induction is a useful process which we use constantly in learning about our environment.
Abductive reasoning
Abduction reasons from a fact to the action that caused it. This is the method we use to derive explanations for the events we observe. This kind of reasoning, although useful, can lead to unreliability as an action preceding an event can be wrongly attributed as the cause of the event.
Problem solving
Problem solving is the process of finding a solution to an unfamiliar task, using the knowledge we have. There are a number of different views of how people solve problems. We shall consider two of the more recent and influential views: Gestalt theory and the problem space theory.
Gestalt theory
Gestalt theory claims that problem solving is productive and reproductive. Reproductive problem solving draws on previous experiences whereas productive problem solving involves insight and restructuring of the problem. Reproductive problem solving could be a hindrance to finding a solution, since a person may fixate on the known aspects of a problem and so be unable to see novel interpretations that might lead to a solution.
A well known example of this is Maier's `pendulum problem'. The problem was to tie together pieces of string hanging from the ceiling. However , they were far too apart to catch hold of both at once. The room was full of other objects including pliers, poles and extensions. Although various solutions were proposed by participants, few chose to use the weight of the pliers as a pendulum to swing the strings together. However, when the experimenter brushed against the string, setting it in motion, a lot of participants came up with the idea. This can be interpreted as an example of productive restructuring. This experiment also illustrates fixation: participants were unable to see any meothd beyond the use of a pair of pliers.
The illustration above shows another example of Gestalt theory. In the picture above (I) naturally can be perceived as a collection of 36 points, like one is supposed to do in picture (II), but everybody is well disposed to see six columns of points, while in picture (III) one tends to see six rows. The way how a Gestalt (meaningful whole) arises from a set of simplexes is one of the main subjects explored by Gestalt Theory.
However, Gestalt theory does not provide sufficient evidence or structure to support its theories.
Problem space theory
The problem space theory was proposed by Newell and Simon. The theory says that problem solving centers around the problem space. This space comprises of problem states which can be generated using legal transition operators.
For example, imagine you are reorganizing your office and you want to move the desk from one end to another. The two different states are represented by the locations of the desk. A number of operators can be applied to move these things: they can be carried, pushed, dragged etc. In order to ease the transition between the states, you have a new sub-goal: to make the desk light. These may involve operators such as removing drawers and so on.
Within the problem space framework, experience allows us to solve problems more easily since we can structure the problem space appropriately and choose operators efficiently.
Analogy in problem solving
People solve novel problems by mapping knowledge in a similar known domain, to it. For instance, to destroy malignant tumour it is essential to fire low intensity rays from all sides, as high intensity rays can damage heathy tissues. An analogous case is that of attacking a fortress. However, people miss analogous information unless it is semantically close to the problem domain.
Skill acquisition
Skills in a given problem area differentiate the novice from the expert. A commonly studied domain is chess playing. It is particularly suitable since it lends itself to representation in terms of problem space thoery, in which the intial board configuration and the final position constitute the states while the moves appeared as transition operators. Masters took lesser time than novices to react to a situtation and produced better moves. This is largely because chess masters remember board configurations and good moves associated with them. They can chunk the board configuration in order to hold it in short-term memory.
Skilled behavior becomes automatic over a period of time. Experts tend to mentally rehearse their actions in order to identify exactly what they do. Although such skilled behavior is efficient it may cause errors when the context of the activity changes.
Individual differences
The psychological principles and properties that have been discussed apply to the majority of people. However, there are individual differences which affect a small percentage. The differences may be long term such as sex, physical capabilities and individual capabilities. Others are for a shorter duration and may include the effects of stress or failure on the user. Still others may change through time such as age. These differences should be taken into account in interface designs to enusre that a greater population of users is benefited.
--------------------------------------------------------------------------------
---------------------------------------------------------------------------"Cogito ergo sum" (I think therefore I am). These words of Descartes sum up the importance of thought processes in humans and probably the most important reason we differ from animals. Although animals retrieve and store information, there is little evidence to suggest that they can use it in quite the same way as humans. Humans, on the other hand, are able to use information to reason and solve problems, even when the information is partial or unavailable.
Thinking can be categorized into reasoning and problem solving. Although these are not distinct they are helpful in clarifying the processes involved.
Reasoning
Reasoning is the process by which we use the knowledge we have to draw conclusions or infer something we know about the domain of interest. Reasoning is classified as being deductive, inductive or abductive. Deductive reasoning involves deciding what must be true given the rules of logic and some starting set of facts(premises). Inductive reasoning involves deciding what is likely to be true given some starting set of beliefs or observations.
Deductive reasoning
Deductive reasoning derives the logically necessary conclusion from the given premises. It is important to note that it can lead to a logical conclusion which conflicts with our knowledge of the world.
For example,
If it is raining then the ground is dry.
It is raining.
Therefore the ground is dry.
is a perfectly valid deduction ! Deductive reasoning is therefore often misapplied. Human deduction is at its poorest when truth and validity clash. This is because people bring their knowledge of the real world into the reasoning process as it allows them to takeshort cuts which make information processing more efficient.
Inductive reasoning
Induction is generalizing from cases we have seen to infer information about cases we haven't. For instance, if all the dogs that we have seen are white, we may infer that all dogs are white in colour. This is disproved when we see a black dog ! In the absence of counter examples, all that we can do is gather evidence to support our inductive inference. In spite of its unreliablity, induction is a useful process which we use constantly in learning about our environment.
Abductive reasoning
Abduction reasons from a fact to the action that caused it. This is the method we use to derive explanations for the events we observe. This kind of reasoning, although useful, can lead to unreliability as an action preceding an event can be wrongly attributed as the cause of the event.
Problem solving
Problem solving is the process of finding a solution to an unfamiliar task, using the knowledge we have. There are a number of different views of how people solve problems. We shall consider two of the more recent and influential views: Gestalt theory and the problem space theory.
Gestalt theory
Gestalt theory claims that problem solving is productive and reproductive. Reproductive problem solving draws on previous experiences whereas productive problem solving involves insight and restructuring of the problem. Reproductive problem solving could be a hindrance to finding a solution, since a person may fixate on the known aspects of a problem and so be unable to see novel interpretations that might lead to a solution.
A well known example of this is Maier's `pendulum problem'. The problem was to tie together pieces of string hanging from the ceiling. However , they were far too apart to catch hold of both at once. The room was full of other objects including pliers, poles and extensions. Although various solutions were proposed by participants, few chose to use the weight of the pliers as a pendulum to swing the strings together. However, when the experimenter brushed against the string, setting it in motion, a lot of participants came up with the idea. This can be interpreted as an example of productive restructuring. This experiment also illustrates fixation: participants were unable to see any meothd beyond the use of a pair of pliers.
The illustration above shows another example of Gestalt theory. In the picture above (I) naturally can be perceived as a collection of 36 points, like one is supposed to do in picture (II), but everybody is well disposed to see six columns of points, while in picture (III) one tends to see six rows. The way how a Gestalt (meaningful whole) arises from a set of simplexes is one of the main subjects explored by Gestalt Theory.
However, Gestalt theory does not provide sufficient evidence or structure to support its theories.
Problem space theory
The problem space theory was proposed by Newell and Simon. The theory says that problem solving centers around the problem space. This space comprises of problem states which can be generated using legal transition operators.
For example, imagine you are reorganizing your office and you want to move the desk from one end to another. The two different states are represented by the locations of the desk. A number of operators can be applied to move these things: they can be carried, pushed, dragged etc. In order to ease the transition between the states, you have a new sub-goal: to make the desk light. These may involve operators such as removing drawers and so on.
Within the problem space framework, experience allows us to solve problems more easily since we can structure the problem space appropriately and choose operators efficiently.
Analogy in problem solving
People solve novel problems by mapping knowledge in a similar known domain, to it. For instance, to destroy malignant tumour it is essential to fire low intensity rays from all sides, as high intensity rays can damage heathy tissues. An analogous case is that of attacking a fortress. However, people miss analogous information unless it is semantically close to the problem domain.
Skill acquisition
Skills in a given problem area differentiate the novice from the expert. A commonly studied domain is chess playing. It is particularly suitable since it lends itself to representation in terms of problem space thoery, in which the intial board configuration and the final position constitute the states while the moves appeared as transition operators. Masters took lesser time than novices to react to a situtation and produced better moves. This is largely because chess masters remember board configurations and good moves associated with them. They can chunk the board configuration in order to hold it in short-term memory.
Skilled behavior becomes automatic over a period of time. Experts tend to mentally rehearse their actions in order to identify exactly what they do. Although such skilled behavior is efficient it may cause errors when the context of the activity changes.
Individual differences
The psychological principles and properties that have been discussed apply to the majority of people. However, there are individual differences which affect a small percentage. The differences may be long term such as sex, physical capabilities and individual capabilities. Others are for a shorter duration and may include the effects of stress or failure on the user. Still others may change through time such as age. These differences should be taken into account in interface designs to enusre that a greater population of users is benefited.
--------------------------------------------------------------------------------
Means-Ends Analysis: Wikipedia/ July 22, 2010
Problem-solving as search
An important aspect of intelligent behavior as studied in AI is goal-based problem solving, a framework in which the solution of a problem can be described by finding a sequence of actions that lead to a desirable goal. A goal-seeking system is supposed to be connected to its outside environment by sensory channels through which it receives information about the environment and motor channels through which it acts on the environment. (The term "afferent" is used to describe "inward" sensory flows, and "efferent" is used to describe "outward" motor commands.) In addition, the system has some means of storing in a memory information about the state of the environment (afferent information) and information about actions (efferent information). Ability to attain goals depends on building up associations, simple or complex, between particular changes in states and particular actions that will bring these changes about. Search is the process of discovery and assembly of sequences of actions that will lead from a given state to a desired state. While this strategy may be appropriate for machine learning and problem solving, it is not always suggested for humans (e.g. cognitive load theory and its implications).
An important aspect of intelligent behavior as studied in AI is goal-based problem solving, a framework in which the solution of a problem can be described by finding a sequence of actions that lead to a desirable goal. A goal-seeking system is supposed to be connected to its outside environment by sensory channels through which it receives information about the environment and motor channels through which it acts on the environment. (The term "afferent" is used to describe "inward" sensory flows, and "efferent" is used to describe "outward" motor commands.) In addition, the system has some means of storing in a memory information about the state of the environment (afferent information) and information about actions (efferent information). Ability to attain goals depends on building up associations, simple or complex, between particular changes in states and particular actions that will bring these changes about. Search is the process of discovery and assembly of sequences of actions that will lead from a given state to a desired state. While this strategy may be appropriate for machine learning and problem solving, it is not always suggested for humans (e.g. cognitive load theory and its implications).
Margith A. Strand/ July 22, 2010
Process for Study/Discussion Threads/Analysis
Transitive inference
Balance Scale Task:
Knowledge Representation
Memory Space Approaches
My take: Distance Education based on Cognitive and Learning Processes
Linearization of Thought:….p. 377
Problem Space p. 201
Context and Pattern Recognition p.
Means –Ends Analysis p. 210
Factors Affecting Practice p. 239
Procedurazing Knowledge p. 246
Knowledge of Results
Cognitive Psychology and its Implications/ John R. Anderson
Senses/Empirical/Experiential/object/Innate/Intuition/
Objectivity/Subjectivity/Empirical Learning Process/a priori?
Learning processes/judgements? Non-existent/Understanding present
A priori/ [a posteriori]/ Learning Process/Motivations
[The a priori /a posteriori distinction, as is shown below, should not be confused with the similar dichotomy of the necessary and the contingent or the dichotomy of the analytic and the synthetic. Nonetheless, the a priori /a posteriori distinction is itself not without controversy. The major sticking-points historically have been how to define the concept of the “experience” on which the distinction is grounded, and whether or in what sense knowledge can indeed exist independently of all experience. The latter issue raises important questions regarding the positive, that is, actual, basis of a priori knowledge — questions which a wide range of philosophers have attempted to answer. Kant, for instance, advocated a “transcendental” form of justification involving “rational insight” that is connected to, but does not immediately arise from, empirical experience.] Hold Author: CA Time 7:30 P.M.
Experience of learning….motivation…cognitive reference.
Empiricism/Rationalism/Learning Process
[Object in Humanism]
Transitive inference
Balance Scale Task:
Knowledge Representation
Memory Space Approaches
My take: Distance Education based on Cognitive and Learning Processes
Linearization of Thought:….p. 377
Problem Space p. 201
Context and Pattern Recognition p.
Means –Ends Analysis p. 210
Factors Affecting Practice p. 239
Procedurazing Knowledge p. 246
Knowledge of Results
Cognitive Psychology and its Implications/ John R. Anderson
Senses/Empirical/Experiential/object/Innate/Intuition/
Objectivity/Subjectivity/Empirical Learning Process/a priori?
Learning processes/judgements? Non-existent/Understanding present
A priori/ [a posteriori]/ Learning Process/Motivations
[The a priori /a posteriori distinction, as is shown below, should not be confused with the similar dichotomy of the necessary and the contingent or the dichotomy of the analytic and the synthetic. Nonetheless, the a priori /a posteriori distinction is itself not without controversy. The major sticking-points historically have been how to define the concept of the “experience” on which the distinction is grounded, and whether or in what sense knowledge can indeed exist independently of all experience. The latter issue raises important questions regarding the positive, that is, actual, basis of a priori knowledge — questions which a wide range of philosophers have attempted to answer. Kant, for instance, advocated a “transcendental” form of justification involving “rational insight” that is connected to, but does not immediately arise from, empirical experience.] Hold Author: CA Time 7:30 P.M.
Experience of learning….motivation…cognitive reference.
Empiricism/Rationalism/Learning Process
[Object in Humanism]
Wednesday, July 21, 2010
Philosophy/ Distance Education/ Margith A. Strand
"A Transcendental determination of time is so far homogeneous with the category, which constitutes the unity thereof, that it is universal, and rests upon a rule a priori. On the other hand, it is so far homogeneous with the phenomenon, inasmuch as time is contained in every empirical representation of the manifold." Immanuel Kant
"Time is contained as a system in Distance Learning." Margith A. Strand/Fielding Graduate University
"Space is a determination, a whatness, a content, of an abstract something in which all the objects of our experience participate" I. Kant;
"....inasmuch as time is contained in every empirical representation of the manifold." Kant
Time is captured in the words, and yet, the words are an experiential and empirical representation of action...social justice as discourse. Margith A. Strand
"Time is contained as a system in Distance Learning." Margith A. Strand/Fielding Graduate University
"Space is a determination, a whatness, a content, of an abstract something in which all the objects of our experience participate" I. Kant;
"....inasmuch as time is contained in every empirical representation of the manifold." Kant
Time is captured in the words, and yet, the words are an experiential and empirical representation of action...social justice as discourse. Margith A. Strand
Distance Education/ Humanism Attributes/ By Margith A. Strand
1. Emphasis on the process of learning; it is my contention that learning is the medium in Distance Education.
2. Self-determination, as reflected in learner autonomy, self- direction, and self-evaluation; this concept is emphasized in the Loci of Control idea in that the three state variables, the inquiry-advocacy, positivity-negativity and other self (internal-external) supports the self-evaluation process. The inquiry-advocacy is an internal mechanism of assisting the learner to evaluate the material in a way of examination and re-evaluation and subsequent reinforcement.
3. Mutual caring and understanding among teachers, learners, and others (connectedness); the concept of inquiry-advocacy can extend into the Group-Context arrangement and allow for collaborative construction of learning.
4. Relevance of material, including readiness of the student to learn; the sense of acceptance into the platform can benefit the learning process by veering away from the emphasis on the dependency on the experiential construct.
5. Integration of affect and cognition in the teaching-learning process;
6. An "awareness of the environment, culture, history, and the political and economic conditions in which learning takes place" (Shapiro, 1987, p. 160);
7. Preference for affective and experiential learning approaches;
8. An approach to social change that is anti-authoritarian with the intent to "serve society by improving its education institutions" (p. 160); this is the Discourse section offered in the traditional schools and needs to be further implemented into the structure of distance education.
Social Justice needs to be the “cause and effect” construction of the endeavor as indicated by the experience of the author of this paper. Discourse is gained from experience and the end-result is the benefit of the “experience of having taken the courses online” where the student-learner gains in experiential contexts as a result of his or her studies and affects his or her life in much the same way that traditional students do in their life.
9. Equity, consensus, and collaboration through democratic participation in the learning process;
10. A personal growth orientation that stresses self-actualization via self-awareness; this is a step-wise learned process of individual exploration and search into the constructs of life in general. It is an expression of the Maslowian levels and as a system of learning theories, has a certain amount of brevity within the design of the Humanistic model.
11. A people orientation based on trust and a positive view of humanity, such as is reflected in McGregor's (1960) "Theory Y"; discussed earlier.
12. Emphasis on individualism; and also on the Group-Context.
13. A concrete, pragmatic view of reality;
14. Self-evaluation that emphasizes formative over summative evaluation; this section can support the concept of “increase of worth.” The sense that knowledge is a commodity and the value of the commodity is presented as being the extent of “self-worth.” This concept alone can allow for a self-supporting mechanism and elevate the motivational limits that we experience in the class system.
15. Variety and creativity, as reflected in spontaneity, originality, and diversity in learning; this is indicative of “situated meanings,” as expressed in semiotic theory, and also indicates discourse.
The above are the true objectives of the distance learning platform, and is the desired outcome in any online course format.
16. A transpersonal orientation that stresses holistic development of the person, including potential for spirituality. In the Humanistic model, we find that the emotion construct is the pathway for the development of maturity and self-worth; where both are the desired outcomes for any distance learner.
Brockett, R. G. & Hiemstra, R. (1991) Self-Direction in Adult Learning: Perspectives on theory, research and practice. London and New York: Routledge
McGregor, D.M. (1960). The human side of enterprise. New York: McGraw-Hill
Shapiro, S. B. (1987). The instructional values of humanistic educators: An expanded empirical analysis. Journal of Humanistic Education and Development, 25(3), 155-170.
Strand, Margith A.(2010)Distance Education/Humanism Attributes
2. Self-determination, as reflected in learner autonomy, self- direction, and self-evaluation; this concept is emphasized in the Loci of Control idea in that the three state variables, the inquiry-advocacy, positivity-negativity and other self (internal-external) supports the self-evaluation process. The inquiry-advocacy is an internal mechanism of assisting the learner to evaluate the material in a way of examination and re-evaluation and subsequent reinforcement.
3. Mutual caring and understanding among teachers, learners, and others (connectedness); the concept of inquiry-advocacy can extend into the Group-Context arrangement and allow for collaborative construction of learning.
4. Relevance of material, including readiness of the student to learn; the sense of acceptance into the platform can benefit the learning process by veering away from the emphasis on the dependency on the experiential construct.
5. Integration of affect and cognition in the teaching-learning process;
6. An "awareness of the environment, culture, history, and the political and economic conditions in which learning takes place" (Shapiro, 1987, p. 160);
7. Preference for affective and experiential learning approaches;
8. An approach to social change that is anti-authoritarian with the intent to "serve society by improving its education institutions" (p. 160); this is the Discourse section offered in the traditional schools and needs to be further implemented into the structure of distance education.
Social Justice needs to be the “cause and effect” construction of the endeavor as indicated by the experience of the author of this paper. Discourse is gained from experience and the end-result is the benefit of the “experience of having taken the courses online” where the student-learner gains in experiential contexts as a result of his or her studies and affects his or her life in much the same way that traditional students do in their life.
9. Equity, consensus, and collaboration through democratic participation in the learning process;
10. A personal growth orientation that stresses self-actualization via self-awareness; this is a step-wise learned process of individual exploration and search into the constructs of life in general. It is an expression of the Maslowian levels and as a system of learning theories, has a certain amount of brevity within the design of the Humanistic model.
11. A people orientation based on trust and a positive view of humanity, such as is reflected in McGregor's (1960) "Theory Y"; discussed earlier.
12. Emphasis on individualism; and also on the Group-Context.
13. A concrete, pragmatic view of reality;
14. Self-evaluation that emphasizes formative over summative evaluation; this section can support the concept of “increase of worth.” The sense that knowledge is a commodity and the value of the commodity is presented as being the extent of “self-worth.” This concept alone can allow for a self-supporting mechanism and elevate the motivational limits that we experience in the class system.
15. Variety and creativity, as reflected in spontaneity, originality, and diversity in learning; this is indicative of “situated meanings,” as expressed in semiotic theory, and also indicates discourse.
The above are the true objectives of the distance learning platform, and is the desired outcome in any online course format.
16. A transpersonal orientation that stresses holistic development of the person, including potential for spirituality. In the Humanistic model, we find that the emotion construct is the pathway for the development of maturity and self-worth; where both are the desired outcomes for any distance learner.
Brockett, R. G. & Hiemstra, R. (1991) Self-Direction in Adult Learning: Perspectives on theory, research and practice. London and New York: Routledge
McGregor, D.M. (1960). The human side of enterprise. New York: McGraw-Hill
Shapiro, S. B. (1987). The instructional values of humanistic educators: An expanded empirical analysis. Journal of Humanistic Education and Development, 25(3), 155-170.
Strand, Margith A.(2010)Distance Education/Humanism Attributes
Affective Domain and Attitudes/ Causation/Distance Learning/ Margith A. Strand
Distance learners must have a sense of endurance which encompasses the “durability” of traditional learners in that the motivation is a large part of the “success equation.” The perspectives of achievement are based on a different scale than traditional learners in that the realms of learning are scaled by a varied set of parameters.
Traditional instructors are aware of the fact that the ability to “keep the student on task” requires the approach of the balance that the subject matter needs to be a “digestible” amount of material and presented in such a manner that the learner can perceive success with an innate amount of confidence in their ability to achieve through the platform. This confidence is a state that is based on an extensive amount of time and input, which stems from the appreciation of both the subject matter as articulated by the learner as well as the expressions of the instruction.
In the case of the distance education platform, we see that the components of the education may be expression-driven to the point of communication being the sole factor for interaction, and a large amount of the success found by the student is based on the psychologically upheld theories which are to be discussed. Learning theories in the case of distance education must be seen from the backdrop of a number of learning theories such as those of the Affective Domain.
To understand Affective Domains,we must explore Affective Learning Outcomes which involve attitudes, motivation and values. In conjunction with Theory Y, the expression of Affective learning outcomes often involves statements of opinions, beliefs, or an assessment of worth (Smith & Ragan, 1999). The medium of distance learning appears to be one of the best methodologies for these purposes. An appreciation of the human aspects will indicate the “assessment of worth” as being one of recognition and supports the indicators of Humanism.
Attitudes are systems of constructs that are comprised of four qualities as indicated by Mary Miller of the University of Georgia (2005): affective responses, cognitions, behavioral intentions, and behaviors. They vary in direction (positive or negative), degree (amount of positive or negative feeling), and intensity (the level of commitment has to the position). Attitudes are not observable, but the actions and behaviors to which they contribute may be observed (Bednar & Levie, 1993). Although the cognitive and affective “domains interact significantly in instruction and learning” (Martin & Briggs, 1986, p. 3), any behavior that has an emotional component lies within the affective domain.
This concept may be perceived as being a strength which is supported by the Humanistic contexts, as listed earlier in this paper. Emotions are a definite construct of the instructional design and make-up of the communication delivery; these ideas are supported by the feature that Imaginal psychology as discussed by Alderfer (1969) can be applied and recognized within the design features of the more well-received instructional styles of facilitators. Subject matter can be enhanced in delivery when the teaching process is supported by methods which are substantiated by the addition of deliberate care and expression. These concepts are in-line with the Humanistic constructs and are void in the Adult Learning techniques.
Strand, Margith A. (2010) Affective Domain and Attitudes/ Causation/ Distance Learning/
HUMANISM AND INSTRUCTION
Humanistic education is a natural outgrowth of principles derived from humanistic philosophy and psychology. Patterson (1973) has stated that "the purpose of education is to develop self-actualizing persons" (p. 22). This concept is in-line with the notion that in distance education we desire the student to be productive discursive individuals who are socially cognizant of their environment.
Affect and cognition, feelings and intellect, emotions and behavior blend in an affirmative framework of values derived from the humanities and from positive conceptions of mental health. These are the hallmarks of humanistic education. (p.16)
Strand, Margith A (2010) Affective Domain/ Causation/ Distance Learning/
Traditional instructors are aware of the fact that the ability to “keep the student on task” requires the approach of the balance that the subject matter needs to be a “digestible” amount of material and presented in such a manner that the learner can perceive success with an innate amount of confidence in their ability to achieve through the platform. This confidence is a state that is based on an extensive amount of time and input, which stems from the appreciation of both the subject matter as articulated by the learner as well as the expressions of the instruction.
In the case of the distance education platform, we see that the components of the education may be expression-driven to the point of communication being the sole factor for interaction, and a large amount of the success found by the student is based on the psychologically upheld theories which are to be discussed. Learning theories in the case of distance education must be seen from the backdrop of a number of learning theories such as those of the Affective Domain.
To understand Affective Domains,we must explore Affective Learning Outcomes which involve attitudes, motivation and values. In conjunction with Theory Y, the expression of Affective learning outcomes often involves statements of opinions, beliefs, or an assessment of worth (Smith & Ragan, 1999). The medium of distance learning appears to be one of the best methodologies for these purposes. An appreciation of the human aspects will indicate the “assessment of worth” as being one of recognition and supports the indicators of Humanism.
Attitudes are systems of constructs that are comprised of four qualities as indicated by Mary Miller of the University of Georgia (2005): affective responses, cognitions, behavioral intentions, and behaviors. They vary in direction (positive or negative), degree (amount of positive or negative feeling), and intensity (the level of commitment has to the position). Attitudes are not observable, but the actions and behaviors to which they contribute may be observed (Bednar & Levie, 1993). Although the cognitive and affective “domains interact significantly in instruction and learning” (Martin & Briggs, 1986, p. 3), any behavior that has an emotional component lies within the affective domain.
This concept may be perceived as being a strength which is supported by the Humanistic contexts, as listed earlier in this paper. Emotions are a definite construct of the instructional design and make-up of the communication delivery; these ideas are supported by the feature that Imaginal psychology as discussed by Alderfer (1969) can be applied and recognized within the design features of the more well-received instructional styles of facilitators. Subject matter can be enhanced in delivery when the teaching process is supported by methods which are substantiated by the addition of deliberate care and expression. These concepts are in-line with the Humanistic constructs and are void in the Adult Learning techniques.
Strand, Margith A. (2010) Affective Domain and Attitudes/ Causation/ Distance Learning/
HUMANISM AND INSTRUCTION
Humanistic education is a natural outgrowth of principles derived from humanistic philosophy and psychology. Patterson (1973) has stated that "the purpose of education is to develop self-actualizing persons" (p. 22). This concept is in-line with the notion that in distance education we desire the student to be productive discursive individuals who are socially cognizant of their environment.
Affect and cognition, feelings and intellect, emotions and behavior blend in an affirmative framework of values derived from the humanities and from positive conceptions of mental health. These are the hallmarks of humanistic education. (p.16)
Strand, Margith A (2010) Affective Domain/ Causation/ Distance Learning/
Human Agency and Distance Learning/Distance Education/Structure/July 21, 2010
Causation and learning processes...Margith A. Strand
The Completeness of the Physical [Stanford Encyclopedia of Philosophy]
A third version of the Problem of Interaction turns on the thesis that the physical world is causally complete in the following sense:
Completeness: Every physical effect has a sufficient physical cause.
As we trace back the causal history of any physical effect—that is, of anything physical that has a cause—there will never be a need to appeal to anything non-physical. The physical world contains within itself the resources for a full explanation of any of its (caused) members, and in this sense is “complete”. The point applies, then, to whatever might occur to or within our bodies. In particular, any bit of bodily behavior has a sufficient physical cause, which itself has a sufficient physical cause, and so on. In tracing the causal history of what we do, we need never appeal to what's non-physical. (See Taylor 1992, ch. 3 for an extended example of such a causal chain.)
Completeness in various guises appears frequently in the mental causation literature. Yablo (1992) calls it “Physical Determinism”, although as Yablo and others have pointed out, Completeness need not be taken to imply causal determinism: “sufficient physical cause” can be read as “physical cause sufficient for the effect's objective probability.”
Written by Margith A. Strand [Below]
Distance learners must have a sense of endurance which encompasses the “durability” of traditional learners in that the motivation is a large part of the “success equation.” The perspectives of achievement are based on a different scale than traditional learners in that the realms of learning are scaled by a varied set of parameters. Traditional instructors are aware of the fact that the ability to “keep the student on task” requires the approach of the balance that the subject matter needs to be a “digestible” amount of material and presented in such a manner that the learner can perceive success with an innate amount of confidence in their ability to achieve through the platform. This confidence is a state that is based on an extensive amount of time and input, which stems from the appreciation of both the subject matter as articulated by the learner as well as the expressions of the instruction.
In the case of the distance education platform, we see that the components of the education may be expression-driven to the point of communication being the sole factor for interaction, and a large amount of the success found by the student is based on the psychologically upheld theories which are to be discussed. Learning theories in the case of distance education must be seen from the backdrop of a number of learning theories such as those of the Affective Domain.
To understand Affective Domains,we must explore Affective Learning Outcomes which involve attitudes, motivation and values. In conjunction with Theory Y, the expression of Affective learning outcomes often involves statements of opinions, beliefs, or an assessment of worth (Smith & Ragan, 1999). The medium of distance learning appears to be one of the best methodologies for these purposes. An appreciation of the human aspects will indicate the “assessment of worth” as being one of recognition and supports the indicators of Humanism.
Attitudes are systems of constructs that are comprised of four qualities as indicated by Mary Miller of the University of Georgia (2005): affective responses, cognitions, behavioral intentions, and behaviors. They vary in direction (positive or negative), degree (amount of positive or negative feeling), and intensity (the level of commitment has to the position). Attitudes are not observable, but the actions and behaviors to which they contribute may be observed (Bednar & Levie, 1993). Although the cognitive and affective “domains interact significantly in instruction and learning” (Martin & Briggs, 1986, p. 3), any behavior that has an emotional component lies within the affective domain.
This concept may be perceived as being a strength which is supported by the Humanistic contexts, as listed earlier in this paper. Emotions are a definite construct of the instructional design and make-up of the communication delivery; these ideas are supported by the feature that Imaginal psychology as discussed by Alderfer (1969) can be applied and recognized within the design features of the more well-received instructional styles of facilitators. Subject matter can be enhanced in delivery when the teaching process is supported by methods which are substantiated by the addition of deliberate care and expression. These concepts are in-line with the Humanistic constructs and are void in the Adult Learning techniques.
HUMANISM AND INSTRUCTION
Humanistic education is a natural outgrowth of principles derived from humanistic philosophy and psychology. Patterson (1973) has stated that "the purpose of education is to develop self-actualizing persons" (p. 22). This concept is in-line with the notion that in distance education we desire the student to be productive discursive individuals who are socially cognizant of their environment.
Affect and cognition, feelings and intellect, emotions and behavior blend in an affirmative framework of values derived from the humanities and from positive conceptions of mental health. These are the hallmarks of humanistic education. (p.16)
The Completeness of the Physical [Stanford Encyclopedia of Philosophy]
A third version of the Problem of Interaction turns on the thesis that the physical world is causally complete in the following sense:
Completeness: Every physical effect has a sufficient physical cause.
As we trace back the causal history of any physical effect—that is, of anything physical that has a cause—there will never be a need to appeal to anything non-physical. The physical world contains within itself the resources for a full explanation of any of its (caused) members, and in this sense is “complete”. The point applies, then, to whatever might occur to or within our bodies. In particular, any bit of bodily behavior has a sufficient physical cause, which itself has a sufficient physical cause, and so on. In tracing the causal history of what we do, we need never appeal to what's non-physical. (See Taylor 1992, ch. 3 for an extended example of such a causal chain.)
Completeness in various guises appears frequently in the mental causation literature. Yablo (1992) calls it “Physical Determinism”, although as Yablo and others have pointed out, Completeness need not be taken to imply causal determinism: “sufficient physical cause” can be read as “physical cause sufficient for the effect's objective probability.”
Written by Margith A. Strand [Below]
Distance learners must have a sense of endurance which encompasses the “durability” of traditional learners in that the motivation is a large part of the “success equation.” The perspectives of achievement are based on a different scale than traditional learners in that the realms of learning are scaled by a varied set of parameters. Traditional instructors are aware of the fact that the ability to “keep the student on task” requires the approach of the balance that the subject matter needs to be a “digestible” amount of material and presented in such a manner that the learner can perceive success with an innate amount of confidence in their ability to achieve through the platform. This confidence is a state that is based on an extensive amount of time and input, which stems from the appreciation of both the subject matter as articulated by the learner as well as the expressions of the instruction.
In the case of the distance education platform, we see that the components of the education may be expression-driven to the point of communication being the sole factor for interaction, and a large amount of the success found by the student is based on the psychologically upheld theories which are to be discussed. Learning theories in the case of distance education must be seen from the backdrop of a number of learning theories such as those of the Affective Domain.
To understand Affective Domains,we must explore Affective Learning Outcomes which involve attitudes, motivation and values. In conjunction with Theory Y, the expression of Affective learning outcomes often involves statements of opinions, beliefs, or an assessment of worth (Smith & Ragan, 1999). The medium of distance learning appears to be one of the best methodologies for these purposes. An appreciation of the human aspects will indicate the “assessment of worth” as being one of recognition and supports the indicators of Humanism.
Attitudes are systems of constructs that are comprised of four qualities as indicated by Mary Miller of the University of Georgia (2005): affective responses, cognitions, behavioral intentions, and behaviors. They vary in direction (positive or negative), degree (amount of positive or negative feeling), and intensity (the level of commitment has to the position). Attitudes are not observable, but the actions and behaviors to which they contribute may be observed (Bednar & Levie, 1993). Although the cognitive and affective “domains interact significantly in instruction and learning” (Martin & Briggs, 1986, p. 3), any behavior that has an emotional component lies within the affective domain.
This concept may be perceived as being a strength which is supported by the Humanistic contexts, as listed earlier in this paper. Emotions are a definite construct of the instructional design and make-up of the communication delivery; these ideas are supported by the feature that Imaginal psychology as discussed by Alderfer (1969) can be applied and recognized within the design features of the more well-received instructional styles of facilitators. Subject matter can be enhanced in delivery when the teaching process is supported by methods which are substantiated by the addition of deliberate care and expression. These concepts are in-line with the Humanistic constructs and are void in the Adult Learning techniques.
HUMANISM AND INSTRUCTION
Humanistic education is a natural outgrowth of principles derived from humanistic philosophy and psychology. Patterson (1973) has stated that "the purpose of education is to develop self-actualizing persons" (p. 22). This concept is in-line with the notion that in distance education we desire the student to be productive discursive individuals who are socially cognizant of their environment.
Affect and cognition, feelings and intellect, emotions and behavior blend in an affirmative framework of values derived from the humanities and from positive conceptions of mental health. These are the hallmarks of humanistic education. (p.16)
Tuesday, July 20, 2010
Act and Potentiality/Cause and Space/ and time/ Margith A. Strand/ Fielding Graduate University
Potentiality is essentially relative to act and is for the sake of the act. It is indeed only in relation to the act that the potentiality can be conceived. J. Maritain
Act and potentiality belong to the same order; that is to say, both must be in the same order of substance. J. Maritain
In the case of Distance Education, we can conceive the situations to be of Act and Potentiality. If one were to define potentiality....then, we need to act. Time is contained in the words...words capture the time;freedom is expressed in time and the capture of time;not distance, but the capture of time allows for the freedom of expression. Imaginal features are needed for the distance of the mode. The distance is not of the category;the cause and the space are of the categories.
"Space is the three dimensionality" which is a determination, a whatness, a content, of an abstract something in which all the objects of our experience participate. Time is captured in the words;
Act and potentiality belong to the same order; that is to say, both must be in the same order of substance. J. Maritain
In the case of Distance Education, we can conceive the situations to be of Act and Potentiality. If one were to define potentiality....then, we need to act. Time is contained in the words...words capture the time;freedom is expressed in time and the capture of time;not distance, but the capture of time allows for the freedom of expression. Imaginal features are needed for the distance of the mode. The distance is not of the category;the cause and the space are of the categories.
"Space is the three dimensionality" which is a determination, a whatness, a content, of an abstract something in which all the objects of our experience participate. Time is captured in the words;
TIme/ Distance Education/ Margith A. Strand/July 20, 2010/ Fielding Graduate University
"A Transcendental determination of time is so far homogeneous with the category, which constitutes the unity thereof, that it is universal, and rests upon a rule a priori. On the other hand, it is so far homogeneous with the phenomenon, inasmuch as time is contained in every empirical representation of the manifold." Immanuel Kant
"Time is contained as a system in Distance Learning." Margith A. Strand "Space is a determination, a whatness, a content, of an abstract something in which all the objects of our experience participate" I. Kant; "....inasmuch as time is contained in every empirical representation of the manifold." Kant
Time is captured in the words, and yet, the words are an experiential and empirical representation of action...social justice as discourse. Margith A. Strand
"Time is contained as a system in Distance Learning." Margith A. Strand "Space is a determination, a whatness, a content, of an abstract something in which all the objects of our experience participate" I. Kant; "....inasmuch as time is contained in every empirical representation of the manifold." Kant
Time is captured in the words, and yet, the words are an experiential and empirical representation of action...social justice as discourse. Margith A. Strand
Distance Education/ Margith A. Strand
Structure of Distance Education:
Time/
Place/
Space/
Learning Processes/
Knowledge
Truth
Information
Perception/Understanding
Substance
Freedom
Discourse
Wisdom
Self Identity/
Time/
Place/
Space/
Learning Processes/
Knowledge
Truth
Information
Perception/Understanding
Substance
Freedom
Discourse
Wisdom
Self Identity/
Word, Knowledge and Truth/Jacques Maritain/ July 21, 2010.....and....time:)
Jacques Maritain /An Introduction to Philosophy/ Sheed & Ward/1947
What is the truth of knowledge, and is it possible to refute those who question the veracity of our organs of knowledge, particularly of the intellect or reason? This clearly is the double question which arises at the outset. The answer, however, is sufficiently plain.
As to the first question, there is no difficulty in understanding what is meant by the notion of TRUTH. What is a true or truthful word? A Word expresses, as it really is, the speaker's thought;
a word in conformity with that thought.
Place, Space and Time//Margith A. Strand/ Distance Ed.
p. 425/ A History of Philosophy/ E. Gilson
The Concepts of the Understanding
Kant explains that this determination of place is not derived from the relation of phenomena to absolute time., which cannot be an object of perception, but rather that the phenomena must reciprocally determine the places in time of one another, and render these necessary in order of time.
The three-dimensionality of space is a determination, a whatness, a content, of an abstract something in which all the objects of our experience participate;....]
A History of Philosophy: Modern Philosophy E. Gilson, Ed.(1968)
What is the truth of knowledge, and is it possible to refute those who question the veracity of our organs of knowledge, particularly of the intellect or reason? This clearly is the double question which arises at the outset. The answer, however, is sufficiently plain.
As to the first question, there is no difficulty in understanding what is meant by the notion of TRUTH. What is a true or truthful word? A Word expresses, as it really is, the speaker's thought;
a word in conformity with that thought.
Place, Space and Time//Margith A. Strand/ Distance Ed.
p. 425/ A History of Philosophy/ E. Gilson
The Concepts of the Understanding
Kant explains that this determination of place is not derived from the relation of phenomena to absolute time., which cannot be an object of perception, but rather that the phenomena must reciprocally determine the places in time of one another, and render these necessary in order of time.
The three-dimensionality of space is a determination, a whatness, a content, of an abstract something in which all the objects of our experience participate;....]
A History of Philosophy: Modern Philosophy E. Gilson, Ed.(1968)
Saturday, July 17, 2010
Margith A. Strand/ Semiotics Classical/ Distance Education Ideas
__________________________________________________________________________
Halliday’s ‘social semiotic’
By Bob Hodge
Michael Halliday was already arguably Britain’s leading linguistic theorist when he coined the term ‘language as social semiotic’ in 1978. This prestige gave his intervention great impact, while at the same time it has kept the scope of that influence mainly within the study of verbal language. For him ‘the formulation “language as social semiotic” means… interpreting language within a socio-cultural context, in which the culture itself is interpreted in semiotic terms’ (1978:2). Implicit here is a division between ‘language’, understood as verbal language as studied by linguistics, and semiotics as the study of other systems, which interact with verbal language to make up culture.
Halliday here simultaneously illustrates and contests a widespread understanding of linguistics and semiotics as different branches of knowledge, as they often are institutionally, but not conceptually, as in Saussure’s grand scheme, which places linguistics within Semiotics (or Semiology, as he called it). Halliday’s position regarding semiotics is ambiguous. In one interpretation of his project he points to an as-yet undeveloped social semiotics to complete the work of his purely linguistic theory. However, in a more positive interpretation he is opening the way to a more complex relationship between linguistics and semiotics, in which insights into verbal codes, as understood with a more adequate linguistics, will illuminate the study of all other codes. In this sense his linguistic theory, framed to have a more adequate account of social forces and contexts, is already a strand in a Social Semiotics which did not yet exist when he wrote.
In spite of work by some of his followers (e.g., Martin and Rose 2005) the potential of Halliday’s ideas on verbal language has still not been fully realised as part of a general social semiotics, though some writers in Social Semiotics (e.g., Kress and Van Leeuwen) have absorbed Halliday’s ideas so deeply that the full extent of his influence is impossible to determine. The key premises of his linguistic theory, which work equally well as general premises for Social Semiotics, are:
‘Language is a social fact’ (1978:1) i.e., social relationships constitute language. This is the case with all semiotic codes.
‘We shall not come to understand the nature of language if we pursue only the kinds of question about language that are formulated by linguists’ (1978:3) That is, autonomous linguistics and semiotics alike are incapable of understanding the nature of their object in disciplinary isolation.
‘Language is as it is because of the functions it has evolved to serve in people’s lives’ (1978:4). That is, a functional perspective is a key to the inseparable relationship between semiotics and society, structure and function.
There are three functions, or ‘metafunctions’, of language (1978:112): ideational (‘about something’); interpersonal (’doing something’) and textual (‘the speaker’s text-forming potential’). The semiotic interpersonal and textual functions are more obviously social, but are inseparable in semiotic practice from the interpersonal.
Language is constituted as ‘a discrete network of options’ (1978:113). The idea of systems and networks (systems organised as networks) proposed by Halliday before the ‘Network Society’ has applications to all aspects of Social Semiotics that are yet to be fully explored.
______________________________________________________________________________
Margith A. Strand//July 16, 2010
Semiotic Theory can and will be used on the Dissertation to expound on the ideologies involved in Distance Education. Semiotic theory expresses the function of language as an evolution; I feel that language and its construction have not changed, however the nature of the language in its context has evolved and this is indicated by the use of language in the field of Education.
Distance Education has forced the nature of language to extend itself into a structure of need and expression in that the communication involved has become one of culture and truth.
I will be writing on these features more.
Halliday’s ‘social semiotic’
By Bob Hodge
Michael Halliday was already arguably Britain’s leading linguistic theorist when he coined the term ‘language as social semiotic’ in 1978. This prestige gave his intervention great impact, while at the same time it has kept the scope of that influence mainly within the study of verbal language. For him ‘the formulation “language as social semiotic” means… interpreting language within a socio-cultural context, in which the culture itself is interpreted in semiotic terms’ (1978:2). Implicit here is a division between ‘language’, understood as verbal language as studied by linguistics, and semiotics as the study of other systems, which interact with verbal language to make up culture.
Halliday here simultaneously illustrates and contests a widespread understanding of linguistics and semiotics as different branches of knowledge, as they often are institutionally, but not conceptually, as in Saussure’s grand scheme, which places linguistics within Semiotics (or Semiology, as he called it). Halliday’s position regarding semiotics is ambiguous. In one interpretation of his project he points to an as-yet undeveloped social semiotics to complete the work of his purely linguistic theory. However, in a more positive interpretation he is opening the way to a more complex relationship between linguistics and semiotics, in which insights into verbal codes, as understood with a more adequate linguistics, will illuminate the study of all other codes. In this sense his linguistic theory, framed to have a more adequate account of social forces and contexts, is already a strand in a Social Semiotics which did not yet exist when he wrote.
In spite of work by some of his followers (e.g., Martin and Rose 2005) the potential of Halliday’s ideas on verbal language has still not been fully realised as part of a general social semiotics, though some writers in Social Semiotics (e.g., Kress and Van Leeuwen) have absorbed Halliday’s ideas so deeply that the full extent of his influence is impossible to determine. The key premises of his linguistic theory, which work equally well as general premises for Social Semiotics, are:
‘Language is a social fact’ (1978:1) i.e., social relationships constitute language. This is the case with all semiotic codes.
‘We shall not come to understand the nature of language if we pursue only the kinds of question about language that are formulated by linguists’ (1978:3) That is, autonomous linguistics and semiotics alike are incapable of understanding the nature of their object in disciplinary isolation.
‘Language is as it is because of the functions it has evolved to serve in people’s lives’ (1978:4). That is, a functional perspective is a key to the inseparable relationship between semiotics and society, structure and function.
There are three functions, or ‘metafunctions’, of language (1978:112): ideational (‘about something’); interpersonal (’doing something’) and textual (‘the speaker’s text-forming potential’). The semiotic interpersonal and textual functions are more obviously social, but are inseparable in semiotic practice from the interpersonal.
Language is constituted as ‘a discrete network of options’ (1978:113). The idea of systems and networks (systems organised as networks) proposed by Halliday before the ‘Network Society’ has applications to all aspects of Social Semiotics that are yet to be fully explored.
______________________________________________________________________________
Margith A. Strand//July 16, 2010
Semiotic Theory can and will be used on the Dissertation to expound on the ideologies involved in Distance Education. Semiotic theory expresses the function of language as an evolution; I feel that language and its construction have not changed, however the nature of the language in its context has evolved and this is indicated by the use of language in the field of Education.
Distance Education has forced the nature of language to extend itself into a structure of need and expression in that the communication involved has become one of culture and truth.
I will be writing on these features more.
Wednesday, July 14, 2010
Globality-Specificity/ By Margith A. Strand
On the topic of globality-specificity, I feel that the Loci of Control concepts are very important to the generation of discourse versus conversational discussion presentation on the part of the Student-Practitioner. Specificity is a concept which encompasses the needs of the details surrounding the subject matter. Being that “surrounding” is a contextual term which indicates medium, the need arises in that the terminology of discourse is expressed by articulating the specificity of the topic on hand. Globality is also a contextual term, and we find that the generalizations of the “specificity contexts” leads one to the conceptual expression of Globality; which represents Discourse. Discourse is a concept which articulates the essences of Social Justice and concern for the welfare of mankind.
One may say that “Discourse” in Distance Learning is a summation of the specificities and the sum-total of the socially-conscious efforts which one can carry as a function of one’s life process. One can be specific in the discussion expressions and be without “cause or effect,” it is the essence of the context which brings the semiotic expressions to discourse. Much as in life, we can make the effort, and yet if one does not have the direction of meaning, the effort may not come to fruition.
In terms of the Loci of Control and the area of Distance Education, we have to articulate that the three state variables: Inquiry-Advocacy, Positivity-Negativity, Internal-External (other self), we find that Positivity-Negativity means the articulation of presence of direction and the lack of direction in the sense of purpose of the Student-Practitioner’s writing. This application to “Semiotic Expression” can take on a new meaning to the theory of Loci of Control. The control of “connectivity” for the Loci of Control is one that is very accessed in that the “Inquiry-Advocacy” concept also; we can see that if the three state variables are connected through the sense of discourse and ultimately, Discourse, we can validate the “Loci of Control” as a process which is not segmented but connected in the conceptual thread of purpose which is present between each of the State Variables. Inquiry is a necessary construct of discourse; advocacy is a necessary construct of the Distance Education field in that one needs, along with the third State Variable, Internal-External (other-self) which are learning constructs. They are supportive of the learning processes and assist in the methods of acquiring the knowledge and process enablers of the Distance Learning platform.
One may say that “Discourse” in Distance Learning is a summation of the specificities and the sum-total of the socially-conscious efforts which one can carry as a function of one’s life process. One can be specific in the discussion expressions and be without “cause or effect,” it is the essence of the context which brings the semiotic expressions to discourse. Much as in life, we can make the effort, and yet if one does not have the direction of meaning, the effort may not come to fruition.
In terms of the Loci of Control and the area of Distance Education, we have to articulate that the three state variables: Inquiry-Advocacy, Positivity-Negativity, Internal-External (other self), we find that Positivity-Negativity means the articulation of presence of direction and the lack of direction in the sense of purpose of the Student-Practitioner’s writing. This application to “Semiotic Expression” can take on a new meaning to the theory of Loci of Control. The control of “connectivity” for the Loci of Control is one that is very accessed in that the “Inquiry-Advocacy” concept also; we can see that if the three state variables are connected through the sense of discourse and ultimately, Discourse, we can validate the “Loci of Control” as a process which is not segmented but connected in the conceptual thread of purpose which is present between each of the State Variables. Inquiry is a necessary construct of discourse; advocacy is a necessary construct of the Distance Education field in that one needs, along with the third State Variable, Internal-External (other-self) which are learning constructs. They are supportive of the learning processes and assist in the methods of acquiring the knowledge and process enablers of the Distance Learning platform.
Tuesday, July 13, 2010
Philosophy of Mind and Construct of Learning/ Margith A. Strand/ Distance Education
Kant has combined both schools of thought into one approach. Kant constructed the definition for a type of knowledge which he called “a priori,” which means prior to experience; this type of knowledge is common in rationalistic thinking. The main construct of this kind of definition of knowledge is that it is independent of experience. “A priori” knowledge is also universal. Space, time and substance are also considered to be “a priori” knowledge.
“A posteriori” is the type of knowledge which is the main construct of Distance Education. This is knowledge that comes after or is dependent upon experience. Knowledge may be based on “synthetic” type of beginnings. Synthetic knowledge allows the possibility of having “genuine knowledge” of the world without the need to rely on experience. Distance learners gain these types of knowledge as a function of the distance education platform. The vision of the educators is to construct the basis for application from the context of “synthetic” knowledge, much in the same manner as traditional education, and yet, the fact that the interaction is based on the internet-assisted format, we find that the auxiliary support mechanisms must be of extensive creativity in utilizing what technology is available within the platform. I feel that the discursive ability on the part of the Instructor in the Distance Education model needs to be of an exemplary level.
A necessary structure for the semiotic platform of the Distance Education course is to develop the sense of Intuition and Deduction to be constructed within the breadth of the class context. Because of perhaps inherent limitations which may exist within the course regime, at this time of the history of Distance Education, one may find that the institutions of learning which depend on the internet-assisted methodology for teaching may find it advantageous to develop their courses with the scope of instilling the ability to format “thesis” as a requirement to be taught as a matter of process and procedure.
One example is to place the arguments of the Intuition/Deduction thesis into the subject matter contexts as a matter of requirement into the construction of the course platform and arguments.
The Intuition/Deduction Thesis: Some propositions in a particular subject area, S, are knowable by us by intuition alones; still others are knowable by being deduced from intuited propositions.
By using these arguments from the context of the Philosophy of Mind, we can extend and train the student-learner to reach beyond the typical subject matter treatments in learning, and teach the student to discourse in a manner of traditional settings.
The next thesis is the Innate Knowledge Thesis: We have knowledge of some truths in a particular subject area, S, as a part of our rational nature. The Innate Knowledge thesis asserts the existence of knowledge gained “a priori,” independent of experience.
Placing these concepts which require contextual-manipulations into the construct of the lesson material, which require the comprehension and thorough understanding of the subject matter on the part of the course designer as well as the educator, we may find that the student will definitely be on a different level as a discourser than prior to entering the course.
As a part of the Humanistic Education which may be constructed from the above methods, we can as educators develop the semiotically-available methodologies as a common construct in Distance Education. We must, as Humanists, utilize the learning processes which are available, whether it be the case that we must construct and develop further improvements based on the semiotic and philosophical educational formulations. Rationalistic theses are more amenable to the learning constructs than the Empiricism theses.
“A posteriori” is the type of knowledge which is the main construct of Distance Education. This is knowledge that comes after or is dependent upon experience. Knowledge may be based on “synthetic” type of beginnings. Synthetic knowledge allows the possibility of having “genuine knowledge” of the world without the need to rely on experience. Distance learners gain these types of knowledge as a function of the distance education platform. The vision of the educators is to construct the basis for application from the context of “synthetic” knowledge, much in the same manner as traditional education, and yet, the fact that the interaction is based on the internet-assisted format, we find that the auxiliary support mechanisms must be of extensive creativity in utilizing what technology is available within the platform. I feel that the discursive ability on the part of the Instructor in the Distance Education model needs to be of an exemplary level.
A necessary structure for the semiotic platform of the Distance Education course is to develop the sense of Intuition and Deduction to be constructed within the breadth of the class context. Because of perhaps inherent limitations which may exist within the course regime, at this time of the history of Distance Education, one may find that the institutions of learning which depend on the internet-assisted methodology for teaching may find it advantageous to develop their courses with the scope of instilling the ability to format “thesis” as a requirement to be taught as a matter of process and procedure.
One example is to place the arguments of the Intuition/Deduction thesis into the subject matter contexts as a matter of requirement into the construction of the course platform and arguments.
The Intuition/Deduction Thesis: Some propositions in a particular subject area, S, are knowable by us by intuition alones; still others are knowable by being deduced from intuited propositions.
By using these arguments from the context of the Philosophy of Mind, we can extend and train the student-learner to reach beyond the typical subject matter treatments in learning, and teach the student to discourse in a manner of traditional settings.
The next thesis is the Innate Knowledge Thesis: We have knowledge of some truths in a particular subject area, S, as a part of our rational nature. The Innate Knowledge thesis asserts the existence of knowledge gained “a priori,” independent of experience.
Placing these concepts which require contextual-manipulations into the construct of the lesson material, which require the comprehension and thorough understanding of the subject matter on the part of the course designer as well as the educator, we may find that the student will definitely be on a different level as a discourser than prior to entering the course.
As a part of the Humanistic Education which may be constructed from the above methods, we can as educators develop the semiotically-available methodologies as a common construct in Distance Education. We must, as Humanists, utilize the learning processes which are available, whether it be the case that we must construct and develop further improvements based on the semiotic and philosophical educational formulations. Rationalistic theses are more amenable to the learning constructs than the Empiricism theses.
Distance Education:My Response to Humanistic Education Literature/ Margith A. Strand
Shapiro (1986) surveyed 40 well-known writers in the field of humanistic education to determine what these individuals perceived to be the "basic principles" of humanistic education. He later conducted a similar follow- up study with 49 additional authors (Shapiro, 1987). From these 89 experts, Shapiro derived the following 16 instructional principles associated with humanistic education:
1. Emphasis on the process of learning; it is my contention that learning is the medium in Distance Education.
2. Self-determination, as reflected in learner autonomy, self- direction, and self-evaluation; this concept is emphasized in the Loci of Control idea in that the three state variables, the inquiry-advocacy, positivity-negativity and other self (internal-external) supports the self-evaluation process. The inquiry-advocacy is an internal mechanism of assisting the learner to evaluate the material in a way of examination and re-evaluation and subsequent reinforcement.
3. Mutual caring and understanding among teachers, learners, and others (connectedness); the concept of inquiry-advocacy can extend into the Group-Context arrangement and allow for collaborative construction of learning.
4. Relevance of material, including readiness of the student to learn; the sense of acceptance into the platform can benefit the learning process by veering away from the emphasis on the dependency on the experiential construct.
5. Integration of affect and cognition in the teaching-learning process;
6. An "awareness of the environment, culture, history, and the political and economic conditions in which learning takes place" (Shapiro, 1987, p. 160);
7. Preference for affective and experiential learning approaches;
8. An approach to social change that is anti-authoritarian with the intent to "serve society by improving its education institutions" (p. 160); this is the Discourse section offered in the traditional schools and needs to be further implemented into the structure of distance education.
Social Justice needs to be the “cause and effect” construction of the endeavor as indicated by the experience of the author of this paper. Discourse is gained from experience and the end-result is the benefit of the “experience of having taken the courses online” where the student-learner gains in experiential contexts as a result of his or her studies and affects his or her life in much the same way that traditional students do in their life.
9. Equity, consensus, and collaboration through democratic participation in the learning process;
10. A personal growth orientation that stresses self-actualization via self-awareness; this is a step-wise learned process of individual exploration and search into the constructs of life in general. It is an expression of the Maslowian levels and as a system of learning theories, has a certain amount of brevity within the design of the Humanistic model.
11. A people orientation based on trust and a positive view of humanity, such as is reflected in McGregor's (1960) "Theory Y"; discussed earlier.
12. Emphasis on individualism; and also on the Group-Context.
13. A concrete, pragmatic view of reality;
14. Self-evaluation that emphasizes formative over summative evaluation; this section can support the concept of “increase of worth.” The sense that knowledge is a commodity and the value of the commodity is presented as being the extent of “self-worth.” This concept alone can allow for a self-supporting mechanism and elevate the motivational limits that we experience in the class system.
15. Variety and creativity, as reflected in spontaneity, originality, and diversity in learning; this is indicative of “situated meanings,” as expressed in semiotic theory, and also indicates discourse.
The above are the true objectives of the distance learning platform, and is the desired outcome in any online course format.
16. A transpersonal orientation that stresses holistic development of the person, including potential for spirituality. In the Humanistic model, we find that the emotion construct is the pathway for the development of maturity and self-worth; where both are the desired outcomes for any distance learner.
Educational Technology and the Humanist Paradigm
Adult education as a separate discipline or field of study also has developed from several lines of inquiry. For example, Merriam and Caffarella (1991) suggest that theory development pertaining to adult learning stems from considerable research on why adults participate in learning, general knowledge about the adult learner, and self-direction in learning (Cross, 1981; Tough, 1979). The body of research on adult characteristics, popular ideas pertaining to what Knowles (1980) calls andragogy, theories based on an adult's life situation, and theories pertaining to changes in consciousness or perspective (Mezirow, 1991) combine to provide the field's basis for designing instructional efforts.
1. Emphasis on the process of learning; it is my contention that learning is the medium in Distance Education.
2. Self-determination, as reflected in learner autonomy, self- direction, and self-evaluation; this concept is emphasized in the Loci of Control idea in that the three state variables, the inquiry-advocacy, positivity-negativity and other self (internal-external) supports the self-evaluation process. The inquiry-advocacy is an internal mechanism of assisting the learner to evaluate the material in a way of examination and re-evaluation and subsequent reinforcement.
3. Mutual caring and understanding among teachers, learners, and others (connectedness); the concept of inquiry-advocacy can extend into the Group-Context arrangement and allow for collaborative construction of learning.
4. Relevance of material, including readiness of the student to learn; the sense of acceptance into the platform can benefit the learning process by veering away from the emphasis on the dependency on the experiential construct.
5. Integration of affect and cognition in the teaching-learning process;
6. An "awareness of the environment, culture, history, and the political and economic conditions in which learning takes place" (Shapiro, 1987, p. 160);
7. Preference for affective and experiential learning approaches;
8. An approach to social change that is anti-authoritarian with the intent to "serve society by improving its education institutions" (p. 160); this is the Discourse section offered in the traditional schools and needs to be further implemented into the structure of distance education.
Social Justice needs to be the “cause and effect” construction of the endeavor as indicated by the experience of the author of this paper. Discourse is gained from experience and the end-result is the benefit of the “experience of having taken the courses online” where the student-learner gains in experiential contexts as a result of his or her studies and affects his or her life in much the same way that traditional students do in their life.
9. Equity, consensus, and collaboration through democratic participation in the learning process;
10. A personal growth orientation that stresses self-actualization via self-awareness; this is a step-wise learned process of individual exploration and search into the constructs of life in general. It is an expression of the Maslowian levels and as a system of learning theories, has a certain amount of brevity within the design of the Humanistic model.
11. A people orientation based on trust and a positive view of humanity, such as is reflected in McGregor's (1960) "Theory Y"; discussed earlier.
12. Emphasis on individualism; and also on the Group-Context.
13. A concrete, pragmatic view of reality;
14. Self-evaluation that emphasizes formative over summative evaluation; this section can support the concept of “increase of worth.” The sense that knowledge is a commodity and the value of the commodity is presented as being the extent of “self-worth.” This concept alone can allow for a self-supporting mechanism and elevate the motivational limits that we experience in the class system.
15. Variety and creativity, as reflected in spontaneity, originality, and diversity in learning; this is indicative of “situated meanings,” as expressed in semiotic theory, and also indicates discourse.
The above are the true objectives of the distance learning platform, and is the desired outcome in any online course format.
16. A transpersonal orientation that stresses holistic development of the person, including potential for spirituality. In the Humanistic model, we find that the emotion construct is the pathway for the development of maturity and self-worth; where both are the desired outcomes for any distance learner.
Educational Technology and the Humanist Paradigm
Adult education as a separate discipline or field of study also has developed from several lines of inquiry. For example, Merriam and Caffarella (1991) suggest that theory development pertaining to adult learning stems from considerable research on why adults participate in learning, general knowledge about the adult learner, and self-direction in learning (Cross, 1981; Tough, 1979). The body of research on adult characteristics, popular ideas pertaining to what Knowles (1980) calls andragogy, theories based on an adult's life situation, and theories pertaining to changes in consciousness or perspective (Mezirow, 1991) combine to provide the field's basis for designing instructional efforts.
Humanism and Distance Education/Margith A. Strand/ July 13, 2010/ Fielding
Humanism has variously been described as a philosophy, a theory of psychology, and an approach to educational practice. Each of these is accurate. Philosophy and psychology provide a foundation for the understanding of humanism, while education serves as a field upon which principles are implemented in practice. This section will examine the philosophical and psychological backgrounds while the following section focuses upon the application of these principles to instructional practice.
Humanism as a Philosophy Humanism is a paradigm that emphasizes the freedom, dignity, and potential of humans. According to Lamont (1965), humanism can be defined as "a philosophy of joyous service for the greater good of all humanity in this natural world and advocating the methods of reason, science, and democracy" (p. 12).
We find rooted in the idea that "human beings are capable of making significant personal choices within the constraints imposed by heredity, personal history, and environment" (Elias & Merriam, 1980, p. 118), principles of humanist philosophy stress the importance of the individual and specific human needs. Lamont (1965) has outlined 10 central propositions of humanist philosophy. These can be summarized as follows:
1. Humanism is based on a naturalistic metaphysics that views all forms of the supernatural as myth;
2. Humanism believes that humans are an evolutionary product of nature and, since body and personality are inseparably united, one "can have no conscious survival after death (p. 13);
3. Humanism holds that "human beings possess the power or potentiality of solving their own problems, through reliance primarily upon reason and scientific method applied with courage and vision" (p. 13);
4. Humanism holds that because individuals "possess freedom of creative choice and action," they are within limits, "masters of their own destiny"; in this way, humanism is in contrast with views of universal determinism, as well as fatalism and predestination (p. 13);
5. Humanism stresses a view of ethics or morality based in present-life experiences and relationships and emphasizes "this-worldly happiness, freedom, and progress" of all humans (p. 13);
6. Humanism believes that individuals attain the good life by combining personal growth and satisfaction with commitment to the welfare of the entire community;
7. Humanism places great value in aesthetics, and thus, emphasizes the value of art and the awareness of beauty;
8. Humanism values actions that will promote the establishment of "democracy, peace, and a high standard of living" throughout the world (p. 14);
9. Humanism advocates the use of reason and scientific method and, as such, supports democratic procedures such as freedom of expression and civil liberties in all realms of life;
10. Humanism supports "the unending questioning of basic assumptions and convictions, including its own" (p. 14).
In summarizing the essence of these points, Lamont (1965) offers the following observation:
Humanism is the viewpoint that men [sic] have but one life to lead and should make the most of it in terms of creative work and happiness; that human happiness is its own justification and requires no sanction or support from supernatural sources; that in any case the supernatural, usually conceived of in the form of heavenly gods or immortal heavens, does not exist; and that human beings, using their own intelligence and cooperating liberally with one another, can build an enduring citadel of peace and beauty upon this earth. (p. 14)
In a discussion of humanistic philosophy directed toward its application to the field of adult education, Elias and Merriam (1980) summarize the major beliefs of humanism as: (a) human nature is inherently good; (b) individuals are essentially free and autonomous within the constraints of heredity, personal history, and environment; (c) each person is unique with unlimited potential for growth; (d) self-concept plays a key role in influencing development; (e) individuals possess an urge toward self-actualization; (f) reality is a personally defined construct; and (g) individuals are responsible to themselves and to others. While it is clear that the ideas presented by Elias and Merriam are compatible with those of Lamont, by emphasizing notions such as self-concept and self-actualization, the Elias and Merriam description serves as a natural link between humanism as a philosophy and as a theory of psychology.
A major goal of Rogerian therapy is to help individuals foster a greater level of self-direction. According to Rogers, self-direction "means that one chooses and then, learns from the consequences" (Rogers, 1961, p. 171). These premises indicate the supposition that the principle of approach is one of mechanistic support in the methodology of learning and thereby is a positive addition to the Humanistic backdrop being the mainstay of Distance Education.
Self- direction is where a person can see a situation clearly and takes responsibility for that situation (Rogers, 1983).
Maslow developed a theory of human motivation originally presented in his 1954 book Motivation and Personality, which was revised in 1970. This theory holds that needs are arranged in ascending order: physiological needs, safety, love and belonging, esteem, and self-actualization. Maslow described the first four levels as "deficiency" needs, in that one must be able to meet needs at a lower level prior to working toward the needs at the next level. Maslow’s premises are also supportive of the sequential mechanism of self-direction in that the affirming ways are a method to the hierarchial process.
As with Rogers, Maslow designated "self-actualization" as an ideal to work toward achieving. Self-actualization, according to Maslow, is the highest level of human growth, where one's potential has been most fully realized. This self-actualization level may be perceived as being the practice of the discursive process of attaining independence in the communicative skill which is required of distance learners. Maslow held that self-actualizers tend to "possess a more efficient view of reality and a corresponding tolerance of ambiguity; be accepting of themselves and others; demonstrate spontaneous behavior that is in tune with their own values and not necessarily tied to the common beliefs and practices of the culture; focus on problems that lie outside of themselves, thus demonstrating a highly ethical concern; maintain a few extremely close interpersonal relationships rather than seek out a large number of less intense friendships; and possess high levels of creativity" (Brockett & Hiemstra, 1991, p. 126).
“Theory Y” is a concept that seems to “fit” the exemplifications of this Maslow model. “Theory Y” individuals according to Papa, possess the ability for creative problem solving, and enjoy mental play and physical work duties (Papa et. al).
Distance learners must have a sense of endurance which encompasses the “durability” of traditional learners in that the motivation is a large part of the “success equation.” The perspectives of achievement are based on a different scale than traditional learners in that the realms of learning are scaled by a varied set of parameters. Traditional instructors are aware of the fact that the ability to “keep the student on task” requires the approach of the balance that the subject matter needs to be a “digestible” amount of material and presented in such a manner that the learner can perceive success with an innate amount of confidence in their ability to achieve through the platform. This confidence is a state that is based on an extensive amount of time and input, which stems from the appreciation of both the subject matter as articulated by the learner as well as the expressions of the instruction.
Humanism as a Philosophy Humanism is a paradigm that emphasizes the freedom, dignity, and potential of humans. According to Lamont (1965), humanism can be defined as "a philosophy of joyous service for the greater good of all humanity in this natural world and advocating the methods of reason, science, and democracy" (p. 12).
We find rooted in the idea that "human beings are capable of making significant personal choices within the constraints imposed by heredity, personal history, and environment" (Elias & Merriam, 1980, p. 118), principles of humanist philosophy stress the importance of the individual and specific human needs. Lamont (1965) has outlined 10 central propositions of humanist philosophy. These can be summarized as follows:
1. Humanism is based on a naturalistic metaphysics that views all forms of the supernatural as myth;
2. Humanism believes that humans are an evolutionary product of nature and, since body and personality are inseparably united, one "can have no conscious survival after death (p. 13);
3. Humanism holds that "human beings possess the power or potentiality of solving their own problems, through reliance primarily upon reason and scientific method applied with courage and vision" (p. 13);
4. Humanism holds that because individuals "possess freedom of creative choice and action," they are within limits, "masters of their own destiny"; in this way, humanism is in contrast with views of universal determinism, as well as fatalism and predestination (p. 13);
5. Humanism stresses a view of ethics or morality based in present-life experiences and relationships and emphasizes "this-worldly happiness, freedom, and progress" of all humans (p. 13);
6. Humanism believes that individuals attain the good life by combining personal growth and satisfaction with commitment to the welfare of the entire community;
7. Humanism places great value in aesthetics, and thus, emphasizes the value of art and the awareness of beauty;
8. Humanism values actions that will promote the establishment of "democracy, peace, and a high standard of living" throughout the world (p. 14);
9. Humanism advocates the use of reason and scientific method and, as such, supports democratic procedures such as freedom of expression and civil liberties in all realms of life;
10. Humanism supports "the unending questioning of basic assumptions and convictions, including its own" (p. 14).
In summarizing the essence of these points, Lamont (1965) offers the following observation:
Humanism is the viewpoint that men [sic] have but one life to lead and should make the most of it in terms of creative work and happiness; that human happiness is its own justification and requires no sanction or support from supernatural sources; that in any case the supernatural, usually conceived of in the form of heavenly gods or immortal heavens, does not exist; and that human beings, using their own intelligence and cooperating liberally with one another, can build an enduring citadel of peace and beauty upon this earth. (p. 14)
In a discussion of humanistic philosophy directed toward its application to the field of adult education, Elias and Merriam (1980) summarize the major beliefs of humanism as: (a) human nature is inherently good; (b) individuals are essentially free and autonomous within the constraints of heredity, personal history, and environment; (c) each person is unique with unlimited potential for growth; (d) self-concept plays a key role in influencing development; (e) individuals possess an urge toward self-actualization; (f) reality is a personally defined construct; and (g) individuals are responsible to themselves and to others. While it is clear that the ideas presented by Elias and Merriam are compatible with those of Lamont, by emphasizing notions such as self-concept and self-actualization, the Elias and Merriam description serves as a natural link between humanism as a philosophy and as a theory of psychology.
A major goal of Rogerian therapy is to help individuals foster a greater level of self-direction. According to Rogers, self-direction "means that one chooses and then, learns from the consequences" (Rogers, 1961, p. 171). These premises indicate the supposition that the principle of approach is one of mechanistic support in the methodology of learning and thereby is a positive addition to the Humanistic backdrop being the mainstay of Distance Education.
Self- direction is where a person can see a situation clearly and takes responsibility for that situation (Rogers, 1983).
Maslow developed a theory of human motivation originally presented in his 1954 book Motivation and Personality, which was revised in 1970. This theory holds that needs are arranged in ascending order: physiological needs, safety, love and belonging, esteem, and self-actualization. Maslow described the first four levels as "deficiency" needs, in that one must be able to meet needs at a lower level prior to working toward the needs at the next level. Maslow’s premises are also supportive of the sequential mechanism of self-direction in that the affirming ways are a method to the hierarchial process.
As with Rogers, Maslow designated "self-actualization" as an ideal to work toward achieving. Self-actualization, according to Maslow, is the highest level of human growth, where one's potential has been most fully realized. This self-actualization level may be perceived as being the practice of the discursive process of attaining independence in the communicative skill which is required of distance learners. Maslow held that self-actualizers tend to "possess a more efficient view of reality and a corresponding tolerance of ambiguity; be accepting of themselves and others; demonstrate spontaneous behavior that is in tune with their own values and not necessarily tied to the common beliefs and practices of the culture; focus on problems that lie outside of themselves, thus demonstrating a highly ethical concern; maintain a few extremely close interpersonal relationships rather than seek out a large number of less intense friendships; and possess high levels of creativity" (Brockett & Hiemstra, 1991, p. 126).
“Theory Y” is a concept that seems to “fit” the exemplifications of this Maslow model. “Theory Y” individuals according to Papa, possess the ability for creative problem solving, and enjoy mental play and physical work duties (Papa et. al).
Distance learners must have a sense of endurance which encompasses the “durability” of traditional learners in that the motivation is a large part of the “success equation.” The perspectives of achievement are based on a different scale than traditional learners in that the realms of learning are scaled by a varied set of parameters. Traditional instructors are aware of the fact that the ability to “keep the student on task” requires the approach of the balance that the subject matter needs to be a “digestible” amount of material and presented in such a manner that the learner can perceive success with an innate amount of confidence in their ability to achieve through the platform. This confidence is a state that is based on an extensive amount of time and input, which stems from the appreciation of both the subject matter as articulated by the learner as well as the expressions of the instruction.
Maslow and Rogers/ Learning/ Distance Education/ Written by Margith A. Strand/ Fielding Graduate University/ California
A major goal of Rogerian therapy is to help individuals foster a greater level of self-direction. According to Rogers, self-direction "means that one chooses and then, learns from the consequences" (Rogers, 1961, p. 171). These premises indicate the supposition that the principle of approach is one of mechanistic support in the methodology of learning and thereby is a positive addition to the Humanistic backdrop being the mainstay of Distance Education.
Self- direction is where a person can see a situation clearly and takes responsibility for that situation (Rogers, 1983).
Maslow developed a theory of human motivation originally presented in his 1954 book Motivation and Personality, which was revised in 1970. This theory holds that needs are arranged in ascending order: physiological needs, safety, love and belonging, esteem, and self-actualization. Maslow described the first four levels as "deficiency" needs, in that one must be able to meet needs at a lower level prior to working toward the needs at the next level. Maslow’s premises are also supportive of the sequential mechanism of self-direction in that the affirming ways are a method to the hierarchial process.
As with Rogers, Maslow designated "self-actualization" as an ideal to work toward achieving. Self-actualization, according to Maslow, is the highest level of human growth, where one's potential has been most fully realized. This self-actualization level may be perceived as being the practice of the discursive process of attaining independence in the communicative skill which is required of distance learners. Maslow held that self-actualizers tend to "possess a more efficient view of reality and a corresponding tolerance of ambiguity; be accepting of themselves and others; demonstrate spontaneous behavior that is in tune with their own values and not necessarily tied to the common beliefs and practices of the culture; focus on problems that lie outside of themselves, thus demonstrating a highly ethical concern; maintain a few extremely close interpersonal relationships rather than seek out a large number of less intense friendships; and possess high levels of creativity" (Brockett & Hiemstra, 1991, p. 126).
“Theory Y” is a concept that seems to “fit” the exemplifications of this Maslow model. “Theory Y” individuals according to Papa, possess the ability for creative problem solving, and enjoy mental play and physical work duties (Papa et. al).
Distance learners must have a sense of endurance which encompasses the “durability” of traditional learners in that the motivation is a large part of the “success equation.” The perspectives of achievement are based on a different scale than traditional learners in that the realms of learning are scaled by a varied set of parameters. Traditional instructors are aware of the fact that the ability to “keep the student on task” requires the approach of the balance that the subject matter needs to be a “digestible” amount of material and presented in such a manner that the learner can perceive success with an innate amount of confidence in their ability to achieve through the platform. This confidence is a state that is based on an extensive amount of time and input, which stems from the appreciation of both the subject matter as articulated by the learner as well as the expressions of the instruction.
Self- direction is where a person can see a situation clearly and takes responsibility for that situation (Rogers, 1983).
Maslow developed a theory of human motivation originally presented in his 1954 book Motivation and Personality, which was revised in 1970. This theory holds that needs are arranged in ascending order: physiological needs, safety, love and belonging, esteem, and self-actualization. Maslow described the first four levels as "deficiency" needs, in that one must be able to meet needs at a lower level prior to working toward the needs at the next level. Maslow’s premises are also supportive of the sequential mechanism of self-direction in that the affirming ways are a method to the hierarchial process.
As with Rogers, Maslow designated "self-actualization" as an ideal to work toward achieving. Self-actualization, according to Maslow, is the highest level of human growth, where one's potential has been most fully realized. This self-actualization level may be perceived as being the practice of the discursive process of attaining independence in the communicative skill which is required of distance learners. Maslow held that self-actualizers tend to "possess a more efficient view of reality and a corresponding tolerance of ambiguity; be accepting of themselves and others; demonstrate spontaneous behavior that is in tune with their own values and not necessarily tied to the common beliefs and practices of the culture; focus on problems that lie outside of themselves, thus demonstrating a highly ethical concern; maintain a few extremely close interpersonal relationships rather than seek out a large number of less intense friendships; and possess high levels of creativity" (Brockett & Hiemstra, 1991, p. 126).
“Theory Y” is a concept that seems to “fit” the exemplifications of this Maslow model. “Theory Y” individuals according to Papa, possess the ability for creative problem solving, and enjoy mental play and physical work duties (Papa et. al).
Distance learners must have a sense of endurance which encompasses the “durability” of traditional learners in that the motivation is a large part of the “success equation.” The perspectives of achievement are based on a different scale than traditional learners in that the realms of learning are scaled by a varied set of parameters. Traditional instructors are aware of the fact that the ability to “keep the student on task” requires the approach of the balance that the subject matter needs to be a “digestible” amount of material and presented in such a manner that the learner can perceive success with an innate amount of confidence in their ability to achieve through the platform. This confidence is a state that is based on an extensive amount of time and input, which stems from the appreciation of both the subject matter as articulated by the learner as well as the expressions of the instruction.
Meta Cognition [from ealier post] July 13, 2010
The globality-specificity dimension as mentioned in Locus of Control criteria can be applied within the realm of Meta-Cognition, in that we can apply the reinforcement of the learning processes in ways of structure. The following are the aspects of Meta-Cognition:
1. Metacognitive knowledge (also called metacognitive awareness) is what individuals know about themselves and others as cognitive processors.
2. Metacognitive regulation is the regulation of cognition and learning experiences through a set of activities that help people control their learning.
3. Metacognitive experiences are those experiences that have something to do with the current, on-going cognitive endeavor.
Metacognition refers to a level of thinking that involves active control over the process of thinking that is used in learning situations. Planning the way to approach a learning task, monitoring comprehension, and evaluating the progress towards the completion of a task: these are skills that are metacognitive in their nature. Similarly, maintaining motivation to see a task to completion is also a metacognitive skill. The ability to become aware of distracting stimuli – both internal and external – and sustain effort over time also involves metacognitive or executive functions. The theory that metacognition has a critical role to play in successful learning means it is important that it be demonstrated by both students and teachers. Students who demonstrate a wide range of metacognitive skills perform better on exams and complete work more efficiently. They are self-regulated learners who utilize the "right tool for the job" and modify learning strategies and skills based on their awareness of effectiveness. Individuals with a high level of metacognitive knowledge and skill identify blocks to learning as early as possible and change "tools" or strategies to ensure goal attainment. The meta-cognologist is aware of their own strengths and weaknesses, the nature of the task at hand, and available "tools" or skills. A broader repertoire of "tools" also assists in goal attainment. When "tools" are general, generic, and context independent, they are more likely to be useful in different types of learning situations.
When one seeks to find the “right tools,” we can place the conditions for the learning delivery in a series of modes that are appropriate for the teaching and learning needs of the field. One of the skill-set requirements for learning online is “connectivity,” which is the “control” for meta-learning. The learning process requirements are suggested here to be globality-specificity, and connectivity, taking from the Locus of Control and Meta-Learning ranges for the definitions within which the theories are discussed.
1. Metacognitive knowledge (also called metacognitive awareness) is what individuals know about themselves and others as cognitive processors.
2. Metacognitive regulation is the regulation of cognition and learning experiences through a set of activities that help people control their learning.
3. Metacognitive experiences are those experiences that have something to do with the current, on-going cognitive endeavor.
Metacognition refers to a level of thinking that involves active control over the process of thinking that is used in learning situations. Planning the way to approach a learning task, monitoring comprehension, and evaluating the progress towards the completion of a task: these are skills that are metacognitive in their nature. Similarly, maintaining motivation to see a task to completion is also a metacognitive skill. The ability to become aware of distracting stimuli – both internal and external – and sustain effort over time also involves metacognitive or executive functions. The theory that metacognition has a critical role to play in successful learning means it is important that it be demonstrated by both students and teachers. Students who demonstrate a wide range of metacognitive skills perform better on exams and complete work more efficiently. They are self-regulated learners who utilize the "right tool for the job" and modify learning strategies and skills based on their awareness of effectiveness. Individuals with a high level of metacognitive knowledge and skill identify blocks to learning as early as possible and change "tools" or strategies to ensure goal attainment. The meta-cognologist is aware of their own strengths and weaknesses, the nature of the task at hand, and available "tools" or skills. A broader repertoire of "tools" also assists in goal attainment. When "tools" are general, generic, and context independent, they are more likely to be useful in different types of learning situations.
When one seeks to find the “right tools,” we can place the conditions for the learning delivery in a series of modes that are appropriate for the teaching and learning needs of the field. One of the skill-set requirements for learning online is “connectivity,” which is the “control” for meta-learning. The learning process requirements are suggested here to be globality-specificity, and connectivity, taking from the Locus of Control and Meta-Learning ranges for the definitions within which the theories are discussed.
Saturday, July 10, 2010
Theory Y: Distance Learning
Theory Y appears to discern the hidden potential of individuals. I believe that perhaps some,if not most of a sector of the population who are in the "vision-aspect" of distance education are of the nature of Theory Y. The Theory Y set are of a "natural-set" of people who innately have the potential and prospective for growth which is dependent upon their abilities.
It is indicated in literature that Theory Y individuals possess the ability for creative problem solving, but typically their talents are underused in most organizations. Given the proper conditions, theory Y administrators believe that Theory Y will learn and seek out and accept responsibility and excercise self-control and self-direction in accomplishing objectives to which they are committed. Theory Y administrators believe that, given the right conditions, most people will want to well at work. [Papa et. al.]
Papa, M.J., Daniels, TT.D., & Spiker, B.K. (2008) Organizational communication: Perspectives and trends. Thousand Oaks: Sage.
Douglas McGregor: Theory X and Theory Y. Workforce; Jan2002, Vol. 81 Issue 1, p. 32, p. 32
It is indicated in literature that Theory Y individuals possess the ability for creative problem solving, but typically their talents are underused in most organizations. Given the proper conditions, theory Y administrators believe that Theory Y will learn and seek out and accept responsibility and excercise self-control and self-direction in accomplishing objectives to which they are committed. Theory Y administrators believe that, given the right conditions, most people will want to well at work. [Papa et. al.]
Papa, M.J., Daniels, TT.D., & Spiker, B.K. (2008) Organizational communication: Perspectives and trends. Thousand Oaks: Sage.
Douglas McGregor: Theory X and Theory Y. Workforce; Jan2002, Vol. 81 Issue 1, p. 32, p. 32
Friday, July 2, 2010
Meta Learning July 2, 2010
Meta learning
From Wikipedia, the free encyclopedia
Jump to: navigation, search
This article is about meta learning in social psychology. For meta learning in computer science, see Meta learning (computer science).
Metalearning in education
Originally described by Donald B. Maudsley (1979) as "the process by which learners become aware of and increasingly in control of habits of perception, inquiry, learning, and growth that they have internalized". Maudsely sets the conceptual basis of his theory as synthesized under headings of assumptions, structures,change process, and facilitation. Five principles were enunciated to facilitate meta-learning. Learners must: (a) have a theory, however primitive; (b) work in a safe supportive social and physical environment; (c) discover their rules and assumptions; (d) reconnect with reality-information from the environment; and (e) reorganize themselves by changing their rules/assumptions.
The idea of metalearning was later used by John Biggs (1985) to describe the state of ‘being aware of and taking control of one’s own learning’. You can define metalearning as an awareness and understanding of the phenomenon of learning itself as opposed to subject knowledge. Implicit in this definition is the learner’s perception of the learning context, which includes knowing what the expectations of the discipline are and, more narrowly, the demands of a given learning task. Within this context, metalearning depends on the learner’s conceptions of learning, epistemological beliefs, learning processes and academic skills, summarized here as a learning approach. A student who has a high level of metalearning awareness is able to assess the effectiveness of her/his learning approach and regulate it according to the demands of the learning task. Conversely, a student who is low in metalearning awareness will not be able to reflect on her/his learning approach or the nature of the learning task set. In consequence, s/he will be unable to adapt successfully when studying becomes more difficult and demanding. (Norton et al. 2004)
Meta learning model for teams and relationships
Meta learning is the dynamic process whereby a system (relationship, team or organization) manages to dissolve limiting dynamics such as point attractors and limit cycles that impede effective action and evolve liberating and creative dynamics represented by complex attractors whose trajectories in phase space, by never repeating themselves, can portray creative and innovative processes (see complexor). These trajectories have a fractal nature, hence their complex order in which highly creative processes are possible. High performance teams are able to "meta learn" and this differentiates them from the inability of low performance teams to transcend their limiting behaviors that impede innovation and creativity (Losada, 1999; Losada & Heaphy, 2004; Fredrickson & Losada, 2005).
The meta learning model was derived from thousands of time series data generated at two human interaction laboratories in Ann Arbor, Michigan, and Cambridge, Massachusetts. These time series portrayed the interaction dynamics of business teams doing typical business tasks such as strategic planning. These teams were classified into three performing categories: high, medium and low. Performance was evaluated by the profitability of the teams, the level of satisfaction of their clients, and 360-degree evaluations.
The meta learning model comprises three state variables and one control parameter. The control parameter is connectivity and reflects the level of attunement and responsiveness that team members have to one another. The three state variables are inquiry-advocacy, positivity-negativity, and other-self (external-internal focus). The state variables are linked by a set of nonlinear differential equations (Losada, 1999; Fredrickson & Losada, 2005; for a graphical representation of the meta learning model see Losada & Heaphy, 2004). When connectiviy is low, there is preponderance of advocacy and self orientation (internal focus) and more negativity than positivity. When connectivity is high there is a dynamical equilibrium between inquiry and advocacy as well as internal and external focus and the ratio of positivity-to-negativity is at least 2.9. This ratio is known as the Losada line, because it separates high from low performance teams as well as flourishing from languisning in individuals and relationships (Fredrickson & Losada, 2005; Waugh & Fredrickson, 2006; Fredrickson, 2009).
The Meta Learning model was developed by Marcial Losada and is now widely used by business organizations and universities.
[edit] See also
metacognition
metaknowledge
[edit] References
Biggs, J. B. (1985). The role of meta-learning in study process. British Journal of Educational Psychology, 55, 185-212.
Maudsley, D.B. (1979). A Theory of Meta-Learning and Principles of Facilitation: An Organismic Perspective. University of Toronto, 1979. (40, 8,4354-4355-A)
Norton, L. & Walters, D (2005). Encouraging meta-learning through personal development planning: first year students’ perceptions of what makes a really good student. PRIME (Pedagogical Research In Maximising Education), in-house journal, Liverpool Hope University, 1 (1) 109-124.
Meyer, J.H.F. & Shanahan, M.P. (2004). Developing metalearning capacity in students — Actionable theory and practical lessons learned in first-year economics. Innovations in Education and Teaching International (Special issue: Metalearning in Higher Education), 41 (4) 443-458
Losada, M. (1999). The complex dynamics of high performance teams. Mathematical and Computer Modelling, 30 (9-10), pp. 179–192.[1]
Losada, M. & Heaphy, E. (2004). The role of positivity and connectivity in the performance of business teams: A nonlinear dynamics model. American Behavioral Scientist, 47 (6), pp. 740–765.[2]
Fredrickson, B. L. & Losada, M. (2005). Positive affect and the complex dynamics of human flourishing. American Psychologist, 60 (7) 678-686.[3]
Waugh, C. E. & Fredrickson, B. L. (2006). Nice to know you: Positive emotions, self-other overlap, and complex understanding in the formation of a new relationship. The Journal of Positive Psychology, 1 (2), 93-106.
Fredrickson, B. L. (2009). Positivity. Crown Publishers, New York.
[edit] External links
http://blog.enablersnetwork.com/2009/11/01/marcial-losada-explains-his-research-for-our-blog-readers/
http://www.leadingwithlift.com/blog/2010/02/22/increasing-profit-how-far-should-an-executive-go/comment-page-1/#comment-1080
http://PositivePsychologyNews.com/news/guest-author/200812081289
http://PositivePsychologyNews.com/news/guest-author/200812091298
http://www.tenfacesofinnovation.com/stories/archives/12
Retrieved from "http://en.wikipedia.org/wiki/Meta_learning"
Categories: Learning | Business models | Group processes | Positive psychology | Performance management | Performance consulting firms
From Wikipedia, the free encyclopedia
Jump to: navigation, search
This article is about meta learning in social psychology. For meta learning in computer science, see Meta learning (computer science).
Metalearning in education
Originally described by Donald B. Maudsley (1979) as "the process by which learners become aware of and increasingly in control of habits of perception, inquiry, learning, and growth that they have internalized". Maudsely sets the conceptual basis of his theory as synthesized under headings of assumptions, structures,change process, and facilitation. Five principles were enunciated to facilitate meta-learning. Learners must: (a) have a theory, however primitive; (b) work in a safe supportive social and physical environment; (c) discover their rules and assumptions; (d) reconnect with reality-information from the environment; and (e) reorganize themselves by changing their rules/assumptions.
The idea of metalearning was later used by John Biggs (1985) to describe the state of ‘being aware of and taking control of one’s own learning’. You can define metalearning as an awareness and understanding of the phenomenon of learning itself as opposed to subject knowledge. Implicit in this definition is the learner’s perception of the learning context, which includes knowing what the expectations of the discipline are and, more narrowly, the demands of a given learning task. Within this context, metalearning depends on the learner’s conceptions of learning, epistemological beliefs, learning processes and academic skills, summarized here as a learning approach. A student who has a high level of metalearning awareness is able to assess the effectiveness of her/his learning approach and regulate it according to the demands of the learning task. Conversely, a student who is low in metalearning awareness will not be able to reflect on her/his learning approach or the nature of the learning task set. In consequence, s/he will be unable to adapt successfully when studying becomes more difficult and demanding. (Norton et al. 2004)
Meta learning model for teams and relationships
Meta learning is the dynamic process whereby a system (relationship, team or organization) manages to dissolve limiting dynamics such as point attractors and limit cycles that impede effective action and evolve liberating and creative dynamics represented by complex attractors whose trajectories in phase space, by never repeating themselves, can portray creative and innovative processes (see complexor). These trajectories have a fractal nature, hence their complex order in which highly creative processes are possible. High performance teams are able to "meta learn" and this differentiates them from the inability of low performance teams to transcend their limiting behaviors that impede innovation and creativity (Losada, 1999; Losada & Heaphy, 2004; Fredrickson & Losada, 2005).
The meta learning model was derived from thousands of time series data generated at two human interaction laboratories in Ann Arbor, Michigan, and Cambridge, Massachusetts. These time series portrayed the interaction dynamics of business teams doing typical business tasks such as strategic planning. These teams were classified into three performing categories: high, medium and low. Performance was evaluated by the profitability of the teams, the level of satisfaction of their clients, and 360-degree evaluations.
The meta learning model comprises three state variables and one control parameter. The control parameter is connectivity and reflects the level of attunement and responsiveness that team members have to one another. The three state variables are inquiry-advocacy, positivity-negativity, and other-self (external-internal focus). The state variables are linked by a set of nonlinear differential equations (Losada, 1999; Fredrickson & Losada, 2005; for a graphical representation of the meta learning model see Losada & Heaphy, 2004). When connectiviy is low, there is preponderance of advocacy and self orientation (internal focus) and more negativity than positivity. When connectivity is high there is a dynamical equilibrium between inquiry and advocacy as well as internal and external focus and the ratio of positivity-to-negativity is at least 2.9. This ratio is known as the Losada line, because it separates high from low performance teams as well as flourishing from languisning in individuals and relationships (Fredrickson & Losada, 2005; Waugh & Fredrickson, 2006; Fredrickson, 2009).
The Meta Learning model was developed by Marcial Losada and is now widely used by business organizations and universities.
[edit] See also
metacognition
metaknowledge
[edit] References
Biggs, J. B. (1985). The role of meta-learning in study process. British Journal of Educational Psychology, 55, 185-212.
Maudsley, D.B. (1979). A Theory of Meta-Learning and Principles of Facilitation: An Organismic Perspective. University of Toronto, 1979. (40, 8,4354-4355-A)
Norton, L. & Walters, D (2005). Encouraging meta-learning through personal development planning: first year students’ perceptions of what makes a really good student. PRIME (Pedagogical Research In Maximising Education), in-house journal, Liverpool Hope University, 1 (1) 109-124.
Meyer, J.H.F. & Shanahan, M.P. (2004). Developing metalearning capacity in students — Actionable theory and practical lessons learned in first-year economics. Innovations in Education and Teaching International (Special issue: Metalearning in Higher Education), 41 (4) 443-458
Losada, M. (1999). The complex dynamics of high performance teams. Mathematical and Computer Modelling, 30 (9-10), pp. 179–192.[1]
Losada, M. & Heaphy, E. (2004). The role of positivity and connectivity in the performance of business teams: A nonlinear dynamics model. American Behavioral Scientist, 47 (6), pp. 740–765.[2]
Fredrickson, B. L. & Losada, M. (2005). Positive affect and the complex dynamics of human flourishing. American Psychologist, 60 (7) 678-686.[3]
Waugh, C. E. & Fredrickson, B. L. (2006). Nice to know you: Positive emotions, self-other overlap, and complex understanding in the formation of a new relationship. The Journal of Positive Psychology, 1 (2), 93-106.
Fredrickson, B. L. (2009). Positivity. Crown Publishers, New York.
[edit] External links
http://blog.enablersnetwork.com/2009/11/01/marcial-losada-explains-his-research-for-our-blog-readers/
http://www.leadingwithlift.com/blog/2010/02/22/increasing-profit-how-far-should-an-executive-go/comment-page-1/#comment-1080
http://PositivePsychologyNews.com/news/guest-author/200812081289
http://PositivePsychologyNews.com/news/guest-author/200812091298
http://www.tenfacesofinnovation.com/stories/archives/12
Retrieved from "http://en.wikipedia.org/wiki/Meta_learning"
Categories: Learning | Business models | Group processes | Positive psychology | Performance management | Performance consulting firms
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