From : http://www.infed.org/biblio/b-learn.htm
Four orientations to learning (after Merriam and Caffarella 1991: 138)
| Aspect | Behaviourist | Cognitivist | Humanist | Social and situational |
| Learning theorists | Thorndike, Pavlov, Watson, Guthrie, Hull, Tolman, Skinner | Koffka,
Kohler, Lewin, Piaget, Ausubel,
Bruner, Gagne |
Maslow, Rogers | Bandura, Lave and Wenger, Salomon |
| View of the learning process | Change in behaviour | Internal
mental process (including insight, information processing, memory, perception |
A personal act to fulfil potential. | Interaction
/observation in social contexts. Movement
from the periphery to the centre of a community of practice |
| Locus of learning | Stimuli in external environment | Internal cognitive structuring | Affective and cognitive needs | Learning
is in relationship between people and environment. |
| Purpose in education | Produce
behavioural change in desired direction |
Develop capacity and skills to learn better | Become self-actualized, autonomous | Full
participation in communities of practice and utilization of resources |
| Educator's role | Arranges
environment to elicit desired response |
Structures content of learning activity | Facilitates development of the whole person | Works
to establish communities of practice in which conversation and
participation can occur. |
| Manifestations in adult learning | Behavioural
objectives Competency -based education Skill development and training |
Cognitive
development Intelligence, learning and memory as function of age Learning how to learn |
Andragogy Self-directed learning |
Socialization
Social participation Associationalism Conversation
|