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). In terms of human experience, there are somewhat different points of view amongst theorists. That is to say, learning can be defined differently 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 their personal representations, 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.
Therefore, my personal philosophy of learning draws on the sociocultural theory (Vygotsky, 1986) and situated cognition (Brown, Collins, & Duguid, 1989; Clancey, 1997; Greeno, 19...
... middle of paper ...
...ng and thinking draws on the role of social and cultural environments. With such in mind, learning is an active process by which individuals construct knowledge within social and cultural contexts. In such an active process, knowing, thinking, and doing physically and mentally develop together. In a nutshell, we learn from and with others within authentic contexts.
Based on such philosophy, my pedagogical practice is centered on how to provide learners with a socially contextualized learning environment; that being so, I addressed the importance of authentic activities, scaffolding, and cognitive apprenticeship in my instructional practice.
Overall, in order to provide meaningful learning, it is very important to note that designing a learning environment where learners can construct knowledge socially and actively is the crux of my pedagogical philosophy.
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