An Introduction to Whitehead’s New View of Learning and Its Relation to Traditional Learning Theories

2018 ◽  
Vol 10 (2) ◽  
pp. 73-88
Author(s):  
Franz Riffert ◽  
Keyword(s):  
Collaborative Work ◽  
Radical Behaviorism ◽  
Alfred North Whitehead ◽  
Bertrand Russell ◽  
Learning Theories ◽  
Traditional Learning ◽  
Learning And Teaching ◽  
Basic Assumptions ◽  
Learning And Instruction ◽  
Do So

Alfred North Whitehead, although probably known best for his collaborative work with Bertrand Russell on the Principia Mathematica, also developed an original theory of learning and instruction which has much to offer for our times. His theory will be discussed in this paper. In order to do so, two criteria are first developed which in their combination give rise to five categories: radical behaviorism, cognitivism, and radical constructivism, with the intermediary categories of moderate behaviorism and moderate constructivism. A great number of educational researchers are ascribed to one of these five categories. After discussing the shortcomings of the three major philosophical proponents of these three major educational approaches (Hume, Kant, and Berkeley), the basic assumptions of Whitehead’s philosophy of organism are presented, and his assumptions concerning learning and teaching are discussed in view of it. Finally, it is shown that Whitehead’s organismic philosophy is able to offer a frame for integrating Behaviorism, Cognitivism, and Constructivism, thereby solving a long standing scandal of education.

Empowering Students in Computer-Supported Education

2012 ◽  
pp. 198-207 ◽  
Author(s):  
Yongming Shi ◽  
Si Fan ◽  
Yun Yue
Keyword(s):  
Teaching And Learning ◽  
Learning Theories ◽  
Traditional Learning ◽  
Learning Needs ◽  
Web Based ◽  
Individualized Learning ◽  
Learning And Teaching ◽  
Learner Centred Learning ◽  
Computer Based ◽  
Supported Education

In the past two decades, computers and web-based technologies have created a computer-based focus in the field of education. The computer-supported teaching and learning has revolutionised the concept of education around the world, which creates both opportunities and challenges in the field of education. It is believed that computer-based technologies have developed to augment the traditional learning and teaching at all educational levels. Computer-supported education empowers learners by promoting the notions of learner-centred learning approach, encouraging interactions among students or between students and lecturer, and addressing the individualized learning needs. This chapter explains some important concepts in computer-supported education, and presents the learning theories that underpin this area. Furthermore, it discusses the benefits of web-based technologies for students at various levels and issues that require further research.

The Event Universe

2015 ◽  
Author(s):  
Leemon B. McHenry
Keyword(s):  
Electromagnetic Field ◽  
Quantum Mechanics ◽  
Common Sense ◽  
Physical Theory ◽  
Alfred North Whitehead ◽  
Bertrand Russell ◽  
Theory Of Relativity ◽  
The World ◽  
Modern Physics ◽  
Linguistic Methods

What kinds of things are events? Battles, explosions, accidents, crashes, rock concerts would be typical examples of events and these would be reinforced in the way we speak about the world. Events or actions function linguistically as verbs and adverbs. Philosophers following Aristotle have claimed that events are dependent on substances such as physical objects and persons. But with the advances of modern physics, some philosophers and physicists have argued that events are the basic entities of reality and what we perceive as physical bodies are just very long events spread out in space-time. In other words, everything turns out to be events. This view, no doubt, radically revises our ordinary common sense view of reality, but as our event theorists argue common sense is out of touch with advancing science. In The Event Universe: The Revisionary Metaphysics of Alfred North Whitehead, Leemon McHenry argues that Whitehead's metaphysics provides a more adequate basis for achieving a unification of physical theory than a traditional substance metaphysics. He investigates the influence of Maxwell's electromagnetic field, Einstein's theory of relativity and quantum mechanics on the development of the ontology of events and compares Whitehead’s theory to his contemporaries, C. D. Broad and Bertrand Russell, as well as another key proponent of this theory, W. V. Quine. In this manner, McHenry defends the naturalized and speculative approach to metaphysics as opposed to analytical and linguistic methods that arose in the 20th century.

scholarly journals The Social Functions of Questions in Embodied Collaborative Work

2021 ◽  
Author(s):  
Lucas M Bietti ◽  
Federico U. Bietti
Keyword(s):  
Group Performance ◽  
Collaborative Work ◽  
Performance Outcomes ◽  
Similar Distribution ◽  
Social Functions ◽  
Group Productivity ◽  
Qualitative And Quantitative ◽  
The Social ◽  
Quantitative Analyses ◽  
Do So

Researchers have been interested in the investigation of the social functions of questions in conversational contexts. However, limited research has been conducted on the social functions of questions in embodied collaborative work, i.e. work that involves the manipulation of physical objects. The aim of this study was to identify the social functions of questions in embodied collaborative work and to determine whether such functions correlate with performance outcomes. To do so, we conducted qualitative and quantitative analyses of a dataset of 1751 question-answer sequences collected from an experimental study where pairs of participants (N=134) completed a collaborative food preparation task. Qualitative analysis enabled us to identify three functions of questions: Anticipation questions, exploration questions and confirmation questions. Quantitative analyses revealed that there was no correlation between the types of questions and group performance. However, they showed that groups that contributed the most to performance presented a similar distribution of question types. The identification of such patterns is a first step towards the design and implementation of interaction-focused interventions aimed at increasing group productivity in embodied collaborative work.

Charles Sanders Peirce: An Overview

1996 ◽  
pp. 1-16
Author(s):  
Vincent G. Potter
Keyword(s):  
Nineteenth Century ◽  
Charles Sanders Peirce ◽  
Alfred North Whitehead ◽  
Bertrand Russell ◽  
Gottlob Frege ◽  
Georg Cantor ◽  
Academic World ◽  
American Pragmatism ◽  
George Boole

This chapter provides an overview of the life of Charles Sander Peirce—philosopher, logician, scientist, and father of American pragmatism. This man, unappreciated in his lifetime, virtually ignored by the academic world of his day, is now recognized as perhaps America's most original philosopher and her greatest logician. Indeed, on the latter score, he is surely one of the logical giants of the nineteenth century, which produced such geniuses as Georg Cantor, Gottlob Frege, George Boole, Augustus De Morgan, Bertrand Russell, and Alfred North Whitehead. Today, more than eighty years after his death, another generation of scholars is beginning to pay him the attention he deserves. The chapter shows the brilliant and tragic career of Peirce. Though he never published a book on philosophy, his articles and drafts fill volumes.

Teachers and Mathematical Modeling

2018 ◽  
pp. 216-236
Author(s):  
Samantha Analuz Quiroz Rivera ◽  
Ruth Rodríguez Gallegos
Keyword(s):  
Mathematical Modeling ◽  
Real World ◽  
Collaborative Work ◽  
Lesson Plans ◽  
Teaching Mathematics ◽  
Learning And Teaching

Mathematics cannot be reduced to the use of algorithms. The main objective of teaching mathematics in school is their application in real world situations. Mathematical modeling was born as an answer of this concerned and implies the relation between mathematics and applications. Because of that, teachers need to be correctly training in the use of mathematical modeling in their daily lesson plans. The aim of this study is to propose a methodology for help teachers purchase mathematical modeling as a strategy to teach mathematics. Our methodology is based on the analysis of teachers' conceptions about learning and teaching mathematics and after that promote their evolution. The main characteristic is the collaborative work between teachers and the researcher in cycles of discussion and classes' implementation. The evidence showed that teachers can actually change their conceptions about what is needed for teaching mathematics and design lesson plans using mathematical modeling.

Teachers and Mathematical Modeling

2017 ◽  
pp. 45-64
Author(s):  
Samantha Analuz Quiroz Rivera ◽  
Ruth Rodríguez Gallegos
Keyword(s):  
Mathematical Modeling ◽  
Real World ◽  
Collaborative Work ◽  
Lesson Plans ◽  
Teaching Mathematics ◽  
Learning And Teaching

Mathematics cannot be reduced to the use of algorithms. The main objective of teaching mathematics in school is their application in real world situations. Mathematical modeling was born as an answer of this concerned and implies the relation between mathematics and applications. Because of that, teachers need to be correctly training in the use of mathematical modeling in their daily lesson plans. The aim of this study is to propose a methodology for help teachers purchase mathematical modeling as a strategy to teach mathematics. Our methodology is based on the analysis of teachers' conceptions about learning and teaching mathematics and after that promote their evolution. The main characteristic is the collaborative work between teachers and the researcher in cycles of discussion and classes' implementation. The evidence showed that teachers can actually change their conceptions about what is needed for teaching mathematics and design lesson plans using mathematical modeling.

Opportunities in Web-Based Teaching

2000 ◽  
pp. 17-32 ◽  
Author(s):  
Orasa Tetiwat ◽  
Magid Igbaria
Keyword(s):  
Educational Level ◽  
Modern Technology ◽  
Minimum Condition ◽  
Educational Institutions ◽  
Traditional Learning ◽  
Web Based ◽  
Technological Infrastructure ◽  
Good Design ◽  
Learning And Teaching ◽  
K 12

Web-based teaching technology has become a popular tool for many institutions in this decade. It can be used for every educational level from K-12 to higher education and distance education in many different fields. In order to make these opportunities possible, there are many requirements, including sufficient funding, a strong technological infrastructure, hardware and software, good design and interface, operations, maintenance, training, and cooperation of every involved party. When these requirements have been met as a minimum condition, Web-based teaching can provide many benefits to students, teachers, parents, and educational institutions. It is one alternative of modern technology that has been developed to augment traditional learning and teaching at all educational levels.

A Reflective Essay of a Conceptual Model for Self-Directed Learning for the Adult Learner

2022 ◽  
pp. 163-172
Author(s):  
Maria Paradiso-Testa
Keyword(s):  
Seventh Century ◽  
Learning Theories ◽  
Traditional Learning ◽  
Self Directed Learning ◽  
Art And Science ◽  
Factors Affecting ◽  
Directed Learning ◽  
The Many ◽  
Emergent Theory ◽  
Reflective Essay

Of the many factors affecting our lives today, the ever-changing landscape of education is at the forefront. Learning is a complex behavior which involves cognitive, affective, and psychomotor domains. While pedagogy is the art and science of teaching children, andragogy is the art and science of teaching adults. The term pedagogy came into use in the seventh century. It wasn't until the 19th and 20th centuries that what we know as traditional learning theories—behaviorism, humanism, cognitivism, social cognitivism, and constructivism—were recognized. They were derived from the investigative tools of theorists—Pavlov, Skinner, Piaget, Freud, Maslow, Rogers, and Thorndike—to understand the nature of learning. In 1970, Malcolm Knowles promoted andragogy as a model of assumption that serves as a basis for an emergent theory. Today, the way of differentiating adult learners from children learners is through the process of andragogy.

Enhancing Individuals' Cognition, Intelligence and Sharing Digital/Web-Based Knowledge Using Virtual Reality and Information Visualization Techniques and Tools within K-12 Education and its Impact on

2011 ◽  
pp. 245-319 ◽  
Author(s):  
Jorge Ferreira Franco ◽  
Irene Karaguilla Ficheman ◽  
Marcelo Knörich Zuffo ◽  
Valkiria Venâncio
Keyword(s):  
Virtual Reality ◽  
Information Visualization ◽  
Collaborative Work ◽  
Large Body ◽  
Independent Learning ◽  
Cultural Changes ◽  
Web Based ◽  
Learning And Teaching ◽  
K 12 ◽  
Visualization Techniques

This chapter addresses an ongoing work strategy for developing and sharing knowledge related to digital/ Web-based technology and multimedia tools, information visualization, computer graphics, desktop virtual reality techniques in combination with art/education. It includes a large body of research about advanced and contemporary technologies and their use for stimulating individuals’ education. These interactive processes of researching, developing and sharing knowledge have been carried out through interdisciplinary and collaborative learning and teaching experiences in the context of k-12 education in a primary public school and its surrounding community. The learning and direct manipulation of advanced and contemporary technologies have improved individuals’ technical skills, stimulated cooperative and collaborative work and innovations in the way of developing school’s curriculum content as well as supported ones’ independent learning. Furthermore, there have been changes on individuals’ mental models, behavior and cultural changes related to reflecting about diverse possibilities of using information and communication technology within collaborative formal and informal sustainable lifelong learning and teaching actions.

scholarly journals Adult Learning Theories in Context: A Quick Guide for Healthcare Professional Educators

2019 ◽  
Vol 6 ◽  
pp. 238212051984033 ◽  
Author(s):  
Banan Abdulrzaq Mukhalalati ◽  
Andrea Taylor
Keyword(s):  
Healthcare Professional ◽  
Adult Learning ◽  
Professional Education ◽  
Relevant Literature ◽  
Learning Theories ◽  
Education Programs ◽  
Learning And Teaching ◽  
Professional Educators ◽  
Adult Learning Theories ◽  
Healthcare Professional Education

Background: Adult learning theories play a pivotal role in the design and implementation of education programs, including healthcare professional programs. There is a variation in the use of theories in healthcare professional education programs and this is may be in part due to a lack of understanding of the range of learning theories available and paucity of specific, in-context examples, to help educators in considering alternative theories relevant to their teaching setting. This article seeks to synthesize key learning theories applicable in the learning and teaching of healthcare professionals and to provide examples of their use in context. Method and results: A literature review was conducted in 2015 and 2016 using PubMed, Scopus, Web of Science, and ERIC academic databases. Search terms used identified a range of relevant literature about learning theories, and their utilization in different healthcare professional education programs. The findings were synthesized and presented in a table format, illustrating the learning theory, specific examples from health and medical education, and a very brief critique of the theory. Outcome: The literature synthesis provides a quick and easy-to-use summary of key theories and examples of their use to help healthcare professional educators access a wider range of learning theories to inform their instructional strategies, learning objectives, and evaluation approaches. This will ultimately result in educational program enhancement and improvement in student learning experiences.

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