Human learning is a complex and dynamic process such that there is no one definitive definition of learning; yet, there is a shared definitional assumption that learning is “a long-term change in mental representations or associations as a result of experience” (Ormrod, 2012, p. 4). That is to say, learning can be defined by the description of how human experience takes place (Shuell, 1986).
In this regard, I view that human experience takes place through the interaction between individuals and environmental factors. By such dynamic interactions humans create their own experiences in such a way that interprets the world based on the personal representation, not acquires from the world. As for this personal interpretation, I view that humans are affected by social and cultural factors in that humans are cultural beings. As such, my description of human experience is more in line with the social constructivist perspective.
With such epistemological belief in mind, my philosophy of learning is based primarily on the tenets of sociocultural learning theories—which view learning as a social process, rather that takes place only within the individual. Hence, I firmly believe meaningful learning occurs when individuals are engaged in social activities.
Meanwhile, my conception of knowledge construction, which is the primary concern of learning process, is dominated as an active process—i.e., knowing and thinking is inseparable from doing. And I view knowledge, which is constructed by such an active process, must entail an action.
Such my personal philosoghy of learning draws on the sociocultural theory (Vygotsky, 1986) and situated cognition (Brown, Collins, & Duguid, 1989; Clancey, 1997; Greeno, 1998; Lave & Wenger, 19...
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