The Crystallization of My Learning Philosophy

Introduction:

In this writing I will explore my beliefs about learning and how they have recently become much more clear and solidified, crystallized. Additionally I will delve into the connection between teaching and learning philosophy with a focus on theory and its alignment with the ideas presented by Jean Piaget. My beliefs about learning have been shaped by my experiences as a student and educator. I view learning as an active process that requires engagement and reflection. My role as an educator is to facilitate learning by creating environments that spark curiosity, encourage critical thinking, and support knowledge construction. Lastly I will discuss a plan for establishing a learning environment that incorporates gamification in line with my own philosophy of learning.

Beliefs About Learning:

In my perspective a learning philosophy extends beyond predetermined attributes like learning styles. Instead it is something that students can cultivate within themselves. Without a grasp of their individual learning philosophies students might perceive their courses as obstacles rather than valuable components of their educational path (Haave, 2015). I believe that learning is an active process that requires learners to engage with new information in meaningful ways. Simply transmitting information is not enough for deep learning to occur. Learners must make connections, ask questions, discuss ideas, and reflect on their understanding. Learning is constructed, not passively absorbed.

I also believe that learning is a social process. Collaboration, dialogue, and building on others' ideas are key components of learning. Creating communities of learners where students can learn from and inspire one another is essential for quality education.

Additionally, I believe that curiosity and motivation are integral to learning. When learners pursue topics that genuinely interest them, they invest greater time and effort, resulting in deeper learning. Cultivating curiosity by connecting content to students' lives and interests is crucial.

Beliefs About Teaching versus Learning:

I view teaching and learning as deeply intertwined processes. As an educator, my role is to facilitate learning by designing experiences that provide structure and support for knowledge construction. I aim to spark curiosity, foster critical thinking, and scaffold students as they engage with new ideas and connect new learning to prior knowledge.

Additionally, I believe in creating student-centered learning environments where learner voice, choice, and interests help shape instruction. My goal is to guide learning, not control it. I provide resources and support to empower students to take ownership of their education.

In the role of a teacher the focus is on imparting knowledge or skills through instruction or demonstration. Conversely as a learning facilitator my aim is to create an environment where learners can actively acquire knowledge and develop their understanding. By shifting towards coaching and mentoring approaches rather than relying on instruction I can provide formative evaluation and feedback/feedforward within a trusted relationship resulting in higher levels of student achievement (Harapnuik, 2021).

Personal Learning/ Teaching Journey:

Over the course of my career, as an educator I have come to recognize the significance of assuming the role of a facilitator of learning rather than an instructor. By creating an environment where learners actively construct ideas based on their existing knowledge and past experiences, meaningful connections can be established (Harapnuik, 2021).

Transitioning from being a teacher, to becoming a facilitator of learning enables me to prioritize the needs of the learners and establish settings for them to acquire knowledge and understanding in a way that works better both for me and for them. As a learner, I am intrinsically motivated by topics I find interesting and relevant. I enjoy exploring new ideas through research, discussion, and hands-on experiences. Challenging my perspectives and grappling with complex questions truly leads to significant learning for me.

Theory and Piagets writings:

I personally align with constructivist theory, which emphasizes that learners build new ideas or concepts based on their existing knowledge. This perspective resonates with Jean Piaget's insights on development, where he proposed that individuals actively organize and adapt their structures through interactions with their surroundings (Haave, 2015). Constructivists believe that learners construct knowledge and meaning through experience, reflection, and discourse. Learning is an active process of building, not passively absorbing, knowledge. Constructivism emphasizes authentic tasks, social interaction, learner autonomy, and development of deep conceptual understanding. Jean Piaget, Lev Vygotsky, and John Dewey developed influential constructivist learning theories. I have spent the most time reading the writings of Jean Piaget.  Here are a few examples I found in his book “Structuralism” that relate to my Learning Philosophy:

• "Observation and experiment show as clearly as can be that logical structures are constructed, and that it takes a good dozen years before they are fully elaborated..." (Piaget, 1971, p. 62) This indicates that logical reasoning develops over time through a process of construction.

• "Necessity, instead of being the prior condition for learning, is its outcome." (Piaget, 1971, p. 62) This supports the constructivist view that logical structures are constructed through learning, rather than innate.

• "Reflection upon logical structures provides us with an opportunity to see how structures differ from their formalized counterparts and proceed from a ‘natural’ reality." (Piaget, 1971, p. 32) This contrasts abstract formal systems with the actual development of reasoning in individuals. I find this fascinating, the actual development of something as core as reasoning.

By embracing constructivism and incorporating Piaget's ideas into my approach as well as Harapnuik’s, I strive to create learning environments that connect and enable learners to actively engage in constructing their own knowledge as well as building their own learning environments.

Innovation Aligns with Philosophy:

A gamified blended learning environment has been developed as part of my approach to enhancing learning. This innovative plan which is in alignment with my learning philosophy combines face, to face instruction with game elements and digital technology. By integrating gamification principles, such as rewards, challenges and progress tracking into the learning process students are more likely to be engaged and motivated in their journey (Harapnuik, 2021). The blended aspect of this approach provides flexibility and accessibility by utilizing resources while still maintaining in person interactions.

Conclusion:

In summary my philosophy of learning revolves around creating learning environments where learners actively construct knowledge based on their existing understanding. By taking on a facilitator role rather than merely being an instructor educators can better support students' needs. Offer ongoing evaluation within trusted relationships. Through the integration of theory principles and innovative strategies like gamified learning environments we can enhance the overall educational experience for our students. My learning philosophy centers on active learning, social collaboration, learner autonomy, curiosity, and critical thinking. My role as an educator is to facilitate experiences that spark deep engagement and knowledge construction. This philosophy guides me in creating student-centered learning environments where all learners are empowered to reach their full potential.

References:

Piaget, J. (1971).  Structuralism  New York, New York: Basic Books, Inc.

Renowned scholar Jean Piaget takes us on a captivating journey through the realm of structuralism, offering both a comprehensive introduction to this analytical method and a brilliant critique of its principal positions. Piaget's insightful narrative not only elucidates the fundamental principles of structuralism, such as the concepts of wholeness, transformation, and self-regulation, but also evaluates the work of the key figures shaping the field. By the conclusion of Piaget's exploration, it becomes evident that structuralism is poised for a rich and fruitful future, promising to unlock even more of the hidden treasures within the domains it touches.

Harapnuik, D. (2021). Dwayne Harapnuik's learning philosophy. Retrieved from 

http://www.harapnuik.org/?page_id=95 

Harapnuik outlines his beliefs that learning is active, social, learner-driven, and enhanced by relevance to learner interests. His philosophy aligns with my views that transmitting information is not learning and that learner autonomy and curiosity are crucial. This is an article about learning philosophy. It discusses what it means to be a learning facilitator. It emphasizes the importance of creating an environment where learners can make meaningful connections. He also believes that learners should be challenged in order to learn.  His ideas in this article reinforce my constructivist approach.

Haave, N.(2015).  Developing Students’ Learning Philosophies. Retrieved from

https://www.facultyfocus.com/articles/teaching-and-learning/developing-students-learning-philosophies/ 

This article discusses the importance of developing a learning philosophy and provides students with questions to help them articulate their own. The author emphasizes that students should be able to explain why they are learning something and how they will use it in the future, as well as reflect on their own learning process and identify areas for improvement.