Learning in Adulthood

There are five theoretical orientations of learning: behaviorist, humanist, cognitivist, social learning, and critical reflection (Goldie, 2016). The one that aligns closely with my philosophical approach to teaching and learning is humanist theory.  The theory provides that the learner’s impact determine how the teacher will teach based on his perceived needs and values (Goldie, 2016). Humanist teaching involves experimental learning where teachers act more as facilitators to students than educators. In humanist, problem-solving is the main approach to learning where educators emphasize the need to think critically.  Solving problems is more valuable than installing knowledge or facts. The humanist theory stems from the foundation that the education process must align to meet the needs of the students, instead of emphasizing on the conformity of students to meet the needs of the learning process. As such, the humanist approach caters for the students according to their ability and pace.

A sociocultural approach to learning provides for important contributions that society make when it comes to individual development (Goldie, 2016). As such, as educators, the theory stresses the relationship between developing people, as well as, the society they live. The theory also looks into human learning as mainly a social process hence, as an educator, it is essential to create more instructional practices to bridge the achievement gap (Goldie, 2016). In the classroom setting, teachers may first access students for them to understand their current level of skills. After ascertaining this, educators can create a module for instructions that looks into the abilities and limits of each child. Initially, it is critical to assist the students but with time, their proximal developmental zone will expand. As a result, this will assist the teachers to move the students progressively according to the goals they achieve.

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Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age?. Medical 

Teacher38(10), 1064-1069.

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