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)
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