Respond to the two classmates answers to the questions asked below. Be very detailed. Make direct linkage to text. Use text book as one of the references: Knowles, M.S., Holton, E.F., III, & Swanson, R.A. (2015) The adult learner (8th ed.). New York: Routledge.
Heidi’s Response to
#3. What were your thoughts as you skimmed pages 112 to 148 (Chapter 7) of our text?
First, it appears that the different teaching theories reflect assumptions about learners and learning theories that broadly reflect historical shifts in views of the individual and society. Given the essentially chronological presentation of the chapter, a picture emerged of changing cultural views of learning: beginning with child based models, where children were “seen and not heard” and viewed as empty vessels waiting to be filled with appropriate knowledge to make them good functioning citizens, through adult focused models that reflected growing interest in psychology and social sciences, to theories that reflect modern concerns with social justice and equality. It leads me to wonder how much of learning and teaching theory is more culturally reactive than scientifically based. It also led me to speculate on learning and teaching theories that will develop as technological advances make it possible to simply “input” or “upload” information into the human brain.
Secondly, I was struck by the diversity of teaching theories. Although it means that there is not a simple ‘go to’ theory, the range allows the educator a broad base of theories and related models and methods for teaching/facilitating learning that can be adapted to individual situations.
Clayton Carvers response to
#1. Explain the difference between holistic and elemental models. How do these compare with the two streams of inquiry (artistic and scientific) described in chapter 3? Which model and stream of inquiry would a proposer use?
Knowles et al. (2015) suggest the elemental and holistic systems as a more comprehensive method for conceptualizing the myriad of learning theories that have been proposed throughout the years. The elemental and holistic systems help to corral the various learning models into two main world views. The elemental world view sees learning as mechanistic in nature with distinct, definable parts of the whole that can lead to a calculatable outcomes. One the other hand, the holistic world view sees learning as organic in nature without the potential for predicting exact outcomes (Knowles et al., 2015, p. 101). For the holistic world view, learning gains its meaning from the whole experience not the specific steps getting there.
I see a correlation between artistic and scientific inquiry and the holistic and elemental systems. The scientific stream’s fact over faith position seems to align more with elemental world views whereas, the artistic stream’s situations over subjects position seems to support a holistic world view (Knowles et al., 2015, p.19-20).
In light of these findings, I would see proposers as subscribing to a holistic worldview and an artistic stream of inquiry.
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