Kerr and Kapp both have valid points. Kerr is warning us not to become so wedded to
a theory, one of his “–isms,” that we try to force it to fit all situations and
these various “–isms” should be seen as a guide rather than the be-all and
end-all of how learning takes place. (Kerr,
2007) Theory is useful until it
no longer fits and then it can get in the way of understanding.
Kapp said several things that I agree with completely: “we
need to take pieces from each school of thought and apply it effectively … we
need to take the best from each philosophy and use it wisely to create solid
educational experiences for our learners.” (Kapp,
2007) Kapp recognizes there is such a
diversity of student learners that one theory is not the answer to every
question and also that a single learner may pass through several ‘theory’
stages in their learning career.
The last point, that a single
learner may pass through several ‘theory’ stages in their learning career can
apply to all of us, at least it applies to me.
I learned under ‘behaviorist’ theory when in elementary school. Multiplication tables were memorized, so was
the alphabet, and “The Gettysburg Address” all fit under that learning
theory. By high school and definitely
in college, Cognitivism had taken over, for the most part, but by the end of
university and then into the Master’s program, Constructivism could be used to
explain problem-solving and collaboration.
Kapp’s statement that “learning is not one thing … it is multi-faceted
and that is why developing new models … is so difficult … there are too many
levels for one school of thought or one model to do it all.” (Kapp, 2007)
Kapp, K. (2007, January, 2).
Out and about: Discussion on educational schools of
thought
[Web log post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/
Kerr, B. (2007, January 1).
_isms as filter, not blinker [Web log post]. Retrieved from
