1 / 20

The Capacity to Learn (Philosophies and Educational Theories)

The Capacity to Learn (Philosophies and Educational Theories). Philosophy of Education Dr. Akbari (Prepared by Masoumeh Hosseini). General intelligence. . General intelligence : quantifies the commonsense notion of intellectual

iniko
Download Presentation

The Capacity to Learn (Philosophies and Educational Theories)

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Capacity to Learn(Philosophies and Educational Theories) Philosophy of Education Dr. Akbari (Prepared by Masoumeh Hosseini)

  2. General intelligence .General intelligence: quantifies the commonsense notion of intellectual capacity as well as the classical notion of a psychological faculty Has a comprehensive intellectual ability called g factor The capacity to learn=intelligence .What it means to learn something .The extent to which the student comes to a learning situation with a determinate natural capacity .How to account for individual differences in the capacity to learn

  3. .A short review of the concept of learning, and Intelligence .The question of individual differences .Five specific issues in educational theory . Biological and sociological conditions .Conative-affective factors .Multiple intelligence, and learning disabilities

  4. learning In philosophical traditions learning is coming to know something . Plato's doctrine of mnemesis .Phaedo .The Republic Aristotle . Adapts an empirical view of learning. . Assign a significant role to perception and practice

  5. The opposition between Rationalists and empiricists

  6. .Twenties century .Behaviorist theory evolved. .Learning ceased to be a coming to know .Gestalt psychology .influenced the cognitive psychologists reaction to behaviorism

  7. Cognitive psychology .Understand learning as a constructive process Learning is mediated by some lower and higher order abilities. .Learning depends on one's prior knowledge as well as on one's present cognitive abilities

  8. Intelligence Wood:"intelligence is the capacity of the mind to meet effectively-through the employment of memory, imagination and conceptual thinking-the practical and theoretical problems with which it is confronted." Is intelligence a unitary cross-situational disposition or a multiple phenomenon? Intelligence may be: A super ordinate concept or A cognitive ability in its own right.

  9. THE APPROACH TO INTELLIGENCE .Psychometric approach .Atheoretical(its primary focus is on measurement) .Cognitive approach .Rests on rationalist assumption .Cognitive theories of intelligence: .Cognitive developmental theory .Information processing

  10. Theories of intelligence

  11. Sternberg's subtheories of intelligence .Contextual .Different cultures value and identify different abilities and skills as intelligent behaviour .Experiential .Explain intelligence in terms of learning from experience .Componential .involves the mental abilities that underlie intelligent behaviour and the way it develops within the context of a particular culture

  12. Learning ,intelligence, and individual differences .The Binet-Simon test .The first systematic intelligence test in 1905 Introduced the idea of IQ. Natural powers and acquired abilities. In ideal case elevated cognitive abilities show elevated acquired knowledge. In real life uniform correlation between these two is rare.

  13. Biological conditions .Biological sort of explanation deal with physiological processes and structures relevant to learning .The concept of race as a biological category was rejected by geneticists.

  14. Sociocultural conditions .Learning is socially situated. .Centers of emphasis in learning atmosphere .learning style is related to world view and that consequently certain learning styles tend to be prominent in certain cultures.

  15. Conative-afective factors .Three sorts of linkage between motivation and learning: .The learner's belief that he or she has the ability to accomplish a learning task. .The reasons for engaging in the task. .The emotions produced in reaction to the task. Affective states have influence on learning style and cognitive processes such as attention and memory.

  16. Multiple intelligence .Multiple intelligence theories provide explanations of non-correlation between natural powers and acquired knowledge and skills. .Theories of Gardener and Sternberg .Three triarchic categories of cognitive ability 1.Metacomponents 2.Performance components 3.Knowledge-acquisition components

  17. .Mental retardation: deficient functioning of metacomponents .Giftedness: generalized strength in these metacomponents.

  18. Gardener domains of intelligence Linguistic Logical-mathematical Spatial Musical Bodily-kinesthetic Interpersonal Intrapersonal Naturalistic

  19. Learning disabilities .LD are best understood within a framework like that of Sternberg's triarchic intelligence .Alearning disability is a matter of degree. .LD are characterized by significant variation within an individual's cognitive abilities and required skills.

  20. Implication for teaching . Successful teaching entails successful learning. .Intelligence is the capacity to learn, this capacity is the paradigm case of the cognitive disposition called knowing-how

More Related