Introduction to the Study of Learning

A Survey Pertaining to the Study of Learning The present chapter is designed to furnish the reader with a comprehensive survey pertaining to the study of learning. In the first instance, the nature of learning is duly defined and scrutinised within those diverse environments wherein it is observed to manifest. There follows a review of the significant philosophical and psychological antecedents of contemporary doctrine, which served to establish the necessary foundations for the application of such theories unto the province of education. Furthermore, the respective offices of theoretical speculation and empirical research are deliberated upon, and those methodologies commonly employed in the assessment of learning are set forth. The essential correspondences betwixt learning theory and instructional practice are elucidated, whereafter the discourse concludes with a presentation of the most critical issues currently attending this field of enquiry.

Precursors of Modern Learning Theories

The antecedents of contemporary theories of learning reach far into antiquity. Many of the inquiries undertaken by modern investigators are by no means novel, but rather reflect an enduring desire within mankind to comprehend himself, his fellows, and the world surrounding him. The present section traces the lineage of modern learning theories, commencing with a discourse on philosophical positions regarding the origin of knowledge and its relation to the environment, and concluding with early psychological views upon the subject. This review is necessarily selective, including historical matter germane to learning within educational confines. Readers desirous of a more exhaustive discussion are referred to other authorities. This chapter affords a general survey of the study of learning. In the first instance, the concept is defined and examined within those settings wherein it occurs. An outline is provided of significant philosophical and psychological precursors to contemporary theory—those which laid the foundation for the application of learning theories to the art of pedagogy. The functions of theory and research are discussed, and the methods commonly employed to assess learning are described. The relations between learning theories and instruction are elucidated, following which the critical issues attending the study of learning are presented.

Learning Theory and Research

Theory and research are indispensable to the study of learning. The present section treats of the general functions of theory, together with the principal aspects of the process of inquiry.

Assessment of Learning

The present section treats of the modes of assessing the products or outcomes of learning. These methods comprise direct observations, written and oral responses, estimations by others, and self-reports.

We have observed how theories and the findings of research serve to advance the province of learning. Their ultimate utility, however, must reside in the improvement of teaching that fosters learning. Although it may appear singular, historically there has existed but little common ground between the domains of learning and instruction. One cause for this want of integration may be that these fields have traditionally been occupied by persons of differing inclinations. The greater number of theorists and investigators have been psychologists, and much early enquiry made use of the lower animals. While investigation into the nature of animals is not without benefit, such creatures do not admit of a proper examination of the processes of instruction. By contrast, instruction was the province of educators, whose primary concern lay in the direct application of methods to the classroom and other scholastic settings. This devotion to the practical has not always lent itself favourably to the exploration of how the processes of learning are affected by variations in instruction.

Critical Issues for Learning Theories

The definition of learning given at the outset of this chapter is accepted in principle by the majority of authorities. When, however, we proceed beyond the definition, we find less unanimity regarding many questions of learning. The present section sets forth certain of these issues and the grounds of contention between theoretical standpoints. These matters are treated in the succeeding chapters as the different theories of learning are discussed. Before considering these issues, however, some explanation of the behavioural and cognitive theories will provide a background against which to view the learning theories comprised in this text, and a more perfect understanding of the concepts underlying the principles of human learning.

Three Learning Scenarios

There follow three scenarios designed to be typical of the contexts in which scholastic learning occurs. Throughout the present text, these scenarios shall serve to exemplify the systematic application of the principles of learning, and to demonstrate the manner in which learning may proceed in a coherent fashion.