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the educational process is not information acquisition but a grasp of relationships among disciplines (2003, pp 18–19). A community of inquiry can be seen to exist to the degree that it avoids the qualities of this standard paradigm and shows the qualities of this reflective paradigm.
The Oxford English Dictionary defines a paradigm as "a pattern or model, an exemplar; a typical instance of something, an example". [11] The historian of science Thomas Kuhn gave the word its contemporary meaning when he adopted the word to refer to the set of concepts and practices that define a scientific discipline at any particular period of time.
By mid-twentieth century, behavioral psychologists such as B.F. Skinner and Carl Rogers influenced educational theory and policy, and a new paradigm emerged known as the Student Services paradigm. As the name indicates, the "student services" perspective said that students ought to be provided with the services that benefit knowledge acquisition.
Constructivism in education is rooted in epistemology, a theory of knowledge concerned with the logical categories of knowledge and its justification. [3] It acknowledges that learners bring prior knowledge and experiences shaped by their social and cultural environment and that learning is a process of students "constructing" knowledge based on their experiences.
The Ignatian pedagogical paradigm is a way of learning and a method of teaching taken from the Spiritual Exercises of Ignatius of Loyola. [1] [2] It is based in St. Ignatius Loyola's Spiritual Exercises, and takes a holistic view of the world. [3] The three main elements are Experience, Reflection, and Action.
A number of programming languages have been created, wholly or in part, for educational use, to support the constructionist approach to learning. These languages are dynamically typed, and are reflective. They include: Logo is a multi-paradigm language, which is an easier-to-read adaptation and dialect of Lisp, without the parentheses.
Behaviorists look at learning as an aspect of conditioning and advocating a system of rewards and targets in education. Educators who embrace cognitive theory believe that the definition of learning as a change in behaviour is too narrow, and study the learner rather than their environment—and in particular the complexities of human memory .
[1] The definition of education has been explored by theorists from various fields. [2] Many agree that education is a purposeful activity aimed at achieving goals like the transmission of knowledge, skills, and character traits. [3] However, extensive debate surrounds its precise nature beyond these general features.