The Single Most Popular Theory

2014 ◽  
pp. 613-624
Author(s):  
Victor X. Wang ◽  
Patricia Cranton

Although Westerners have used over 200 terms to describe Self-Directed Learning (SDL), few Western scholars realize that educators in Confucius Heritage Cultures (CHC) have successfully promoted and implemented SDL. In those cultures, self-directed learning is considered the single most popular theory in teaching and learning. For decades, American educators have argued that American students do not compare with students from other industrialized countries. This chapter proposes that for learners in the Western cultures, especially in the United States to catch up with learners in other industrialized nations including newly emerged China and India, SDL must be promoted and implemented at all levels of education, not only within adult education. Self-directed learning is the single most popular model that helps learners master skills for the sake of competency development. The goal in learning is to achieve the changed status on the part of learners or “perspective transformation.” Unless students are learning in a self-directed manner, it may be difficult to foster transformative learning; SDL and transformative learning are intertwined.

Author(s):  
Victor X. Wang ◽  
Patricia Cranton

Although Westerners have used over 200 terms to describe Self-Directed Learning (SDL), few Western scholars realize that educators in Confucius Heritage Cultures (CHC) have successfully promoted and implemented SDL. In those cultures, self-directed learning is considered the single most popular theory in teaching and learning. For decades, American educators have argued that American students do not compare with students from other industrialized countries. This chapter proposes that for learners in the Western cultures, especially in the United States to catch up with learners in other industrialized nations including newly emerged China and India, SDL must be promoted and implemented at all levels of education, not only within adult education. Self-directed learning is the single most popular model that helps learners master skills for the sake of competency development. The goal in learning is to achieve the changed status on the part of learners or “perspective transformation.” Unless students are learning in a self-directed manner, it may be difficult to foster transformative learning; SDL and transformative learning are intertwined.


Author(s):  
Victor X. Wang ◽  
Patricia Cranton

Although Westerners have used over 200 terms to describe self-directed learning (SDL), it is educators in Confucius heritage cultures (CHC) that have successfully promoted and implemented SDL. This article argues that for learners in the Western cultures, especially in the United States to catch up with learners in other industrialized nations including newly emerged China and India, SDL must be promoted and implemented at all levels of education, not only within adult education. Amongst theories/models, SDL is the single most popular model that helps learners master skills for the sake of competency development. The goal in learning is to achieve the changed status on the part of learners or “perspective transformation.” Without implementing SDL, it may be hard to implement the theory of transformative learning. SDL and transformative learning are intertwined.


Author(s):  
Don D. Coffman

This chapter examines three approaches to teaching and learning that resonate with community music principles and that can help inform the theoretical bases for community music practice, because there are similarities between the facilitating behaviours of community musicians and the teaching behaviours of educators. Specifically, this chapter portrays a continuum of viewpoints about guiding others—pedagogy, andragogy, and heutagogy—and illustrates how aspects of each approach can be applied to community music practice. These approaches range from authoritarian ideas that are teacher-centred and learner-dependent to more autonomous ideas that embrace learner-centred and self-directed learning. The New Horizons Band of Iowa City, Iowa, in the United States, is presented as an illustration.


2021 ◽  
Author(s):  
Līga Beļicka ◽  
◽  
Tatjana Bicjutko

The fast transition to fully online studies due to the pandemic made the universities around the world question many of their accepted notions on teaching foreign languages in general and English for Specific Purposes (ESP) methodology in particular. Putting stress on the synchronous remote teaching and learning has proven to yield a reductionist perspective missing asynchronicity, the dimension which makes reconsider the whole educational process. With its shift from the sole focus on learning terminology to training skills in authentic professional contexts, the task-based approach has long excelled in meeting the diverse needs of students. Thus, the research question is how well task-based teaching (TBT) solves the problems raised with asynchronous learning in a university ESP course. The research of available literature on TBT yielded the framework for constructing an extended task applicable in the advanced medical English. The case study with 120 first-year students of medicine organised around an informational interview with health professionals demonstrated easy adaptability of the task to the asynchronous nature of the educational process. Personal observations by the course instructor, summaries of student-conducted interviews, and student written feedback proved the responsiveness of the method to the learners’ needs and the potential of the approach in terms of motivation. The emphasis on self-directed learning, however, threatens the systematicity of the acquired language skills, as a more controlled teaching environment would not allow “skipping” any learning step. Additionally, TBT does not solve the problem of the voluminous teaching load.


2011 ◽  
Vol 17 (2) ◽  
pp. 64-79
Author(s):  
Athina A. Karavoltsou ◽  
Carmel O'Sullivan

Drama in Education (DIE), as an artistic and educational experience, is sufficiently evidenced in the literature as a dialogical, liberating practice of education. This article discusses a practitioner research project in a second chance adult education school in Greece, where the use of a DIE teaching and learning approach was explored in an environmental adult education module. Self-directed learning in this study referred to learner-control and was used to uncover how power relations are constructed through the micro-politics of the classroom. The primary aim of the study was to establish whether the use of a DIE approach could enhance learners' motivation to participate in classroom choices and decisions, and thus take greater control and responsibility for their own learning process. The results indicate that resistance occurred when the teacher delegated greater responsibility than the learners were equipped to handle. The article concludes by advocating an educational encounter of shared authority and vulnerability between teacher and learners when working in and through the arts.


Huey Percy Newton (b. 1942–d. 1989) is a singular figure in African American history. Born in Monroe, Louisiana to Armelia Johnson and Walter Newton, he joined the Great Migration as a child when his family relocated to Oakland, California. He graduated from Oakland Technical High School in 1959, but forever claimed that school failed him, notably in the fact that he graduated without learning to read. Alongside self-directed learning, he then studied at Merritt College in Oakland, one of the city’s hotbeds of political discussion and activism. After joining, and becoming disillusioned by, a sequence of campus organizations, in October 1966 he formed the Black Panther Party (BPP) with his friend and fellow student Bobby Seale, who credits Newton as the principal architect of the BPP’s political philosophy and the driving force behind its early activism. The BPP initially focused on protesting police brutality in Oakland, most importantly through a sequence of patrols of police officers, which involved armed Panthers observing police activities in Oakland, informing local citizens of their legal rights during any arrest procedure and ensuring that the police conducted their duties lawfully and respectfully; and the May 1967 protest at the California State Capitol, one of the central events of the 1960s (although Newton was absent from the latter due to probation restrictions). On 28 October 1967 he was charged with the murder of Oakland police officer John Frey. The subsequent trial transformed the BPP and Newton into international phenomena. Despite a fervent “Free Huey” campaign and a bravura defense from his attorney, Newton was convicted of voluntary manslaughter. He served two years in prison, being released after his appeal revealed that the presiding judge of his original trial twice incorrectly instructed the jury and allowed disputed evidence to be presented to the jury. Two further retrials led to deadlocked juries. Returning in August 1970 to a transformed BPP, Newton struggled to cope with the fame and expectations placed upon him. Just as important was an extensive FBI campaign of disinformation, surveillance, infiltration, and occasional violence. Newton’s long-term use of cocaine did little to help. In 1974 he fled the United States for Cuba, fearing prosecution for the murder of a teenager, Kathleen Smith. He returned in 1977 to face the charges, which were eventually dropped. Following the collapse of the BPP amid accusations of financial impropriety, Newton essentially disappeared from public life. He was shot and killed in West Oakland by Tyrone Robinson, a local gang member, following an altercation over a drug deal.


Author(s):  
Marcos Levano

The following chapter shows the development of a learning methodology used to validate self-directed learning generic competences and knowledge management in a competence-based model in the engineering computer science program of the Universidad Católica Temuco (UCT). The design of the methodology shows the steps and activities of the learning-by-doing process, as shown gradually in the learning results of the competence. The designed methodological process allows creating working schemes for theory-based teaching and learning, and also for practicing and experimenting. The problematology as controlled scenarios is integrated in order to answer problems in engineering, allowing the process of validation in the self-learning and knowledge management competences. Thus, the achievements in the results have allowed helping the teachers to use their learning instruments.


2018 ◽  
Vol 38 ◽  
pp. 33-59 ◽  
Author(s):  
Li Wei ◽  
Wing Yee (Jenifer) Ho

ABSTRACTIn this article, we present an analytical approach that focuses on how transnational and translingual learners mobilize their multilingual, multimodal, and multisemiotic repertoires, as well as their learning and work experiences, as resources in language learning. The approach is that of translanguaging, which seeks to push the boundaries not only between different named languages but also between different modalities and across language scripts and writing systems. We base our arguments on a study of self-directed learning of Chinese via online platforms in the context of mobility and aim to demonstrate the transformative capacity of translanguaging. In doing so, we highlight the need for a transdisciplinary approach to language learning that transcends the boundaries between linguistics, psychology, and education, and in particular, the need to go beyond the artificial divides of the different modalities of language learning to strengthen the connections between research on bilingualism and multilingualism and research on language teaching and learning.


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