Difference Between Teaching And Learning Theory

Teaching/Learning Concept

There is some debate about whether great teachers are born or made. Parker Palmer believed that it is “the human heart… [not] technique”, which is the source of a good teacher (Penn, 2008, p. 22). Contrarily, a study done by Dr. Sean Ruday & Dr. Peter Wiens for the journal Issues in Teacher Education, found that specific innate personality traits were not necessary to be a good teacher, rather engaging and relevant work and structure and organization (Longwood University, 2014). I believe that anyone that is enthusiastic and knowledgeable about a subject area already possesses much of what is needed to become a great teacher. Combine this with empathy, patience, creativity, and the ability to listen and one may

It is learner-driven not teacher-driven and requires that the educator provide experiences that are not “threatening, coercive, … [nor] judgemental” (Bastable, 2014, p. 87). Respect and consideration for the learner is the only way to foster a humanistic learner’s ambition. As a nurse, it is easy to understand that a patient will be unwilling to learn if he/she is hungry, cold, anxious, or in pain. This is supported by the ideas put forth by Abraham Maslow’s hierarchy of needs (Bastable, 2014).

Jack Mezirow contributed to the humanistic learning theory with his idea of transformational learning. Mezirow developed the idea of “meaning perspectives,” which can be thought of as, an individual’s point-of-view (Mezirow, 1990). He believed that we passively acquire these meaning perspectives during childhood. Transformation of these perspectives happened through experiences in adulthood. He speculated that life-changing events or rational discourse were the catalyst of transformational learning (Mezirow, 1990). The important link between childhood perspectives and adult transformation is critical thinking and self-reflection. Before learning could take place, we have to first understand the origination of our “perceiving, knowing, believing, feeling, and acting” the way we do (Mezirow, 1990, p.13). Patients experiencing a health crisis, along with their families are ripe for transformational learning. This is a unique opportunity for education and should not be overlooked by