Activity 4.4

Chapter 11 (Attention)

Attention (voluntary or passive) is attained by eliciting interest from within the individual, and this occurs by connecting new information with prior knowledge.

Connections:

For the past five years, I have taught a life skills course at a federal prison for female inmates.   The key objectives are promoting relationship skills, self-esteem, respect, and personal growth.  One of the struggles is that each class will have a wide range of educational levels.  My goal is to identify assignments, readings, and activities that all women will be able to connect with regardless of their educational level.  These connections are essential to spark interest and maintain attention.  I have found that keeping Maslow’s hierarchy of needs in mind is helpful in finding broad ways to elicit the interest of the inmates.  I specifically concentrate on social, esteem, and self-actualization needs in working with the inmates.  Also, by following James’ (1899/2001) philosophy of showing my interest in the topics this helps to generate the interest of the class participants. 

An example of creating attention and interest in a reading course occurs in the first stage of the SQ3R (survey, question, read, recite, review) strategy for reading.  The first step is to survey the reading material, and one of the components of the survey step is for readers to see what they already know about the topic.  This creates attention, excitement, and purpose for the reader.  It also allows readers to connect with the information they already know or want to know more about related to the topic.  The survey portion of the SQ3R reading strategy supports the idea of connecting what one already knows with what is being taught, and then the attention of the learner is captured.

Chapter 12 (Apperception)

Apperception is the process of taking information into the mind and efficiently processing and integrating it with what one already knows.

Connections:

Prior to beginning a new routine it is important to prepare in multiple ways.  Preparation is essential to ensuring a greater chance of achieving the new behavior.  James (1899/2001) would agree that to begin a new habit one must prepare in all ways possible to ensure success.  For example, when someone decides to engage in a new weight loss behavior part of the preparation is to determine personal readiness.  “Readiness is the possession of behaviors, attitudes, skills, and concomitant resources that make it possible for individuals to incorporate a new health behavior into a permanent lifestyle” (Girdano, Dusek, & Everly, 2009, p. 379).  The first step in the readiness stage is knowledge.  This involves learning about the behavior one is trying to incorporate.  In the weight loss example, the individual may select to learn about nutrition, exercise, and current health history.  This step would involve apperception of this information followed by integrating this new knowledge with what one already knows.  The process of apperception will be experienced differently by each person.  The individual may read, watch videos, consult a professional, and research the internet or a combination of ways may be utilized to take in this new information.   Through these experiences, the mind will efficiently process this new information to incorporate the new knowledge with what one already knows.

I participated in a book club discussion on the book, Leadership and the New Science: Discovering Order in a Chaotic World by Margaret Wheatley.  Looking back on the discussion I realize that each person had a slightly different understanding of the book.  The process of taking in information (reading the book) and integrating it with what one already knows was different for each person due to prior knowledge and experiences. 

The following passage was one of the discussion points from the book.  “We live in a universe where relationships are primary.  Nothing happens in the quantum world without something encountering something else.  Nothing exists independent of its relationships” (Wheatley, 2006, p. 69).  The discussion was fascinating due to the diversity of backgrounds, experiences, and knowledge of the individuals participating.  Of course, there were some people who had similar views, but the majority brought forth discussion points that varied based on how they had apperceived the passage and then integrated this new knowledge with what they already knew.  

References:

Girdaon, D. A., Dusek, D. E., & Everly, G.S. (2009). Controlling Stress and Tension. San

Francisco, CA: Pearson Education, Inc. 

James, W. (2001). Talks to teachers on psychology and to students on some of life's

ideals. Mineola, NY: Dover. (Original work published 1899).

Wheatley, M. J. (2006). Leadership and the new science: Discovering order in a chaotic world.

San Francisco, CA: Berrett-Koehler Publishers, Inc.

Activity 4.3

In the past, I was a supporter of learning styles.  Matching instruction to an individual learning style appears to be a practice embedded in a common sense approach based on perceptions of what works.  However, based on the conclusions from the research of Pashler, McDaniel, Rohrer, and Bjork (2009) and numerous other studies, the learning styles concept has not proven to be valid.  Education is a field that should adhere to evidence based practice.  What is the intent of educational research if it is not to inform policy and practice in education?

“The contrast between the enormous popularity of the learning styles approach within education and the lack of credible evidence for its utility is, in our opinion, striking and disturbing” (Pashler et al., 2009, p. 117).  The concept of learning styles promotes that instruction should be tailored to an individual’s style of learning.  There is common agreement that people learn differently and have different abilities and styles.  It has not been proven that a student’s learning improves if teaching is connected to a learning style.  Do learning styles have a place in education?  How has commercialization of learning styles through assessments influenced the field of education? 

I teach first-year experience courses and almost every text book has a section on learning styles.  The learning styles approach is widely used in the field of education, and if incorporated into the curriculum should be balanced with a discussion about the limitations.  Students should be aware that research does not support the concept that learning is enhanced when the instruction is geared to the individual learning style.  It is useful for students to know about different approaches to learning and how different methods have value in advancing meaning.  James (1899/2001) would advocate that the skill and genius of the teacher is of utmost importance.  Utilizing a variety of creative instructional methods in the classroom is the most effective approach for a teacher to enhance and support learning.

“Thus, educational psychology students and aspiring teachers are being taught that students have particular learning styles and that these styles should be accommodated by instruction tailored to those learning styles” (Pashler et al., 2009, p. 105).  This statement is concerning because students are being trained in a way that is not supported by evidenced based theories.  Skinner (1984) would cite the teaching of learning styles as another example to include in his article “The Shame of American Education.”  One issue that Skinner (1984) addressed was that theories are learned in schools of education, and must be taught effectively, or this creates dire consequences for learning. 

References:

James, W. (2001). Talks to teachers on psychology and to students on some of life's

ideals. Mineola, NY: Dover. (Original work published 1899).

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning styles: Concepts and

evidence. Psychological Science in the Public Interest, 9, 105-119.

Skinner, B. F. (1984). The shame of American education. American Psychologist, 39(9), 947-954. 

Activity 4.2

I learned that the time I spent with the information (duration) and the amount (capacity) of information presented had an impact on what I could remember.  Also, the more familiar I was with an object the easier it was to remember.  The task of remembering the various countries was a challenge (complex task) because I do not use the names of countries routinely.  When asked to remember numbers after the attractiveness rating I was not able to remember any numbers.  This was a great example of interference that was mentioned in the PowerPoint slide.  I was a member of group B for exercise fourteen related to meaningfulness in recall.  I was able to recall all but one of the answers.  This validated that meaningfulness of associations (familiarity) helped overcome the interference (time delay) in answering the questions.  As a side note, my cell phone rang during one of the exercises.  I did not answer, but it was a distraction that effected my ability to concentrate.

These were great exercises that allowed me to experience how my short term memory works.  I was not surprised by my results.  It is challenging for me to remember information that is intended for short term memory.

Activity 4.1

Link to TED talk:
http://www.ted.com/talks/sarah_jayne_blakemore_the_mysterious_workings_of_the_adolescent_brain.html

The readings and PowerPoints for module four discussed the dual memory model of processing information.  I was curious as to how cognitive development would influence the way an individual processes information.  I found a TED talk by Sarah-Jane Blakemore titled "The Mysterious Workings of the Adolescent Brain."  Blakemore discusses the importance of understanding the development of the adolescent brain in order to create an environment that provides the best opportunity for development.  This research provides educators information to consider when determining teaching strategies for adolescents and individuals in the age range of 20s and 30s. 

The period of adolescence is a critical time in the development of the brain.  The prefrontal cortex is the part of the brain that is responsible for processes such as planning, organizing, decision making, social interactions, controlling inappropriate behavior, self-awareness, and inhibitions.  During adolescence, there is a dramatic development and change that is occurring in this part of the brain.  According to James (1899/2001), “but the larger categories of conception, the sorts of thing, and wider classes of relation between things, of which we take cognizance, are all got into the mind at a comparatively youthful date” (p. 81).  This statement by James reinforces the research of Blakemore that during this developmental time the learning that takes place is critical and may have lifelong effects.

The medial prefrontal cortex is the part of the brain that is involved in social decisions.  This part of the brain decreases in activity during adolescence.  This explains why adolescents struggle with the ability to take into account the perspective of someone else in guiding their behavior.

This research provides information for educators that may be used to inform curriculum design and teaching strategies.  Since the brain is more adaptive and malleable, this presents a great opportunity for educators to capitalize on the social and educational learning that needs to occur during this stage of cognitive development. It is important for educators to realize the part of the brain responsible for social decisions decreases in activity during adolescence.  This will impact learning, and this is an element of cognitive development that needs to be considered in the overall scope of the learning environment.

James (1899/2001) realized the importance of the teacher in engaging the adolescent while the brain was in this stage of growth and development.  Information processed during this time has lifelong effects on the learner.   James (1899/2001) states, “and it may well solemnize a teacher, and confirm in him a healthy sense of the importance of his mission, to feel how exclusively dependent upon his present ministrations in the way of imparting conceptions the pupil’s future life is probably bound to be” (p. 82).

Reference:

James, W. (2001). Talks to teachers on psychology and to students on some of life's

ideals. Mineola, NY: Dover. (Original work published 1899).

Activity 3.4

O’Donnell, working from the research of Moshman, would describe the school environment as representing both the endogenous constructivism model that reflects Piaget’s theory and the dialectical constructivism model that illustrates Vygotsky’s theory.  The school Bart attended modeled the variations of constructivism theory by the teacher serving as the learning coordinator, extensive focus on language, integration of the learning community, conducting experiments, and students constructing their own learning experiences.  I think the school Bart attended reflects how the theory of constructivism would be implemented in a school. 

Another learning environment depicted in The Simpson episode was the family environment.  I think O’Donnell would link this learning environment to the theory of dialectical constructivism.  Bart’s cognitive processes were modeled after his father, and thus Bart developed the skills and abilities based on the context of the family environment.  According to O’Donnell (2012), “developing children interact with the adults in their world and gradually appropriate or acquire the skills available in the community” (p. 63). 

Reference:

O'Donnell, A. M. (2012). Constructivism. In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA

educational psychology handbook, Vol. 1: Theories, constructs, and critical issues (pp.

61-84). Washington, DC: American Psychological Association.

Activity 3.3

"scaffolding"

A key concept of Vygotsky’s theory is the zone for proximal development (ZPD) also referred to as scaffolding.  ZPD is the difference between what learners are able to accomplish independently versus what they may accomplish with assistance of a capable peer or knowledgeable adult. 

The concept of ZPD is illustrated when a new nursing student is learning how to take a blood pressure reading.  The instructor explains the skill, models the skill, and allows the student to practice the skill using a teaching stethoscope.  The teaching stethoscope allows the instructor to hear the same sounds as the student and enables the instructor to provide assistance and partner with the student in the process.  As the competency of the student increases, the teacher begins to reduce support and switches the learner to a regular stethoscope.  The use of ZPD allows the student to be supported in accomplishing the skill of taking an accurate blood pressure reading. 

James connects with the concept of ZPD by defining the fundamental job of the teacher.  James (1899/2001) stated, “to break up bad associations or wrong ones, to build others in, to guide the associative tendencies into the most fruitful channels, is the educator’s principal task” (p. 42).   This passage by James supports Vygotsky’s concept of sociocognitive development through the ZPD approach of a teacher guiding, supporting, and partnering with the student.

Reference:

James, W. (2001). Talks to teachers on psychology and to students on some of life's

     ideals. Mineola, NY: Dover. (Original work published 1899).

Activity 3.2

Piaget’s theory of development is based on the principle that all children systematically go through a series of stages (sensorimotor, preoperational, concrete operational, and formal operational) in their cognitive development.  According to Piaget’s cognitive constructivism theory, children acquire specific intellectual abilities at each stage of development by building knowledge structures (schemata) through the equilibration process of assimilation and accommodation.  This results in the growth and development of schemata which become increasingly complex as children progress through the stages of development.

“There is a native tendency to assimilate certain kinds of conception at one age, and other kinds of conception at a later age.  During the first seven or eight years of childhood the mind is most interested in the sensible properties of material things” (James, 1899/2001, p. 72).  This passage illustrates the theoretical connection between James and Piaget that cognitive development occurs according to chronological age and learning should be matched with the developmental level of the child. 

Reference:     

                                           

James, W. (2001). Talks to teachers on psychology and to students on some of life's

ideals. Mineola, NY: Dover. (Original work published 1899).

Activity 3.1

The cognitive constructivist theory of Piaget describes learning as an active process of constructing meaning of knowledge that strives for cognitive equilibrium (balance). The learning process involves actively adapting to the environment and organizing knowledge structures (schemata).   

Cognitive development is a constant process of assimilating and accommodating new knowledge.  When new knowledge is introduced, the first step is to assess the new information with what the learner already knows to see if it will fit (assimilate) into the current knowledge bank (schema).  When assimilation happens cognitive growth occurs.  A learner is thrown off balance and experiences cognitive conflict (disequilibrium) when new information is encountered that does not fit within the current knowledge bank (schema). This unbalance creates a self motivating effect that encourages the individual to restore balance.  If assimilation is not possible, the new knowledge is modified in relation to the current knowledge in a way that develops a different way of thinking.  This process facilitates learning through accommodation, and the result is a cognitive change or development in the knowledge structures (schemata).  The schemata grow increasingly greater in complexity as the learner moves through the stages of development into adulthood.

From a cognitive constructivist point of view, the teacher acts as the facilitator in guiding students toward individual discovery.  The students must be allowed to discover, explore, choose, and follow their interest and curiosity in making meaning through construction of knowledge.  It is the responsibility of the teacher to create disequilibrium.  This state of cognitive conflict motivates the learner and allows the learner to interact with the environment.  As a result, the learner resolves the conflict and develops logical thinking.

Questions:

•  Is the concept of disequilibrium enough to illicit motivation in learners?
•  During Piaget’s research of 60 plus years, his major interests were children’s intellectual development.  What are the differences (if any) when applying cognitive constructivist theory to adult learning?    

Group 3

Great job group three!  I enjoyed our discussion on behaviorism, conditioning, reinforcement (+/-), habit, and automaticity.   Emily, Chris, and Melinda contributed to my understanding of the theory of behaviorism and the work of William James through their thoughtful responses and dialogue.  I appreciate the clarification that my group members provided on the topic of free will.   Thanks for sharing…gold stars for everyone!

Activity 2.5

I took two IAT tests, one on race and the other measured my attitudes toward an individual based on the information presented.  I was surprised by my moderate rating on both tests.  I do not consciously have prejudice thoughts, but according to the tests it is a reflection of my adaptive unconscious. 

James (1899/2001) discussed construction and destruction related to children and their learning during childhood.  James (1899/2001) states, “both signify the production of change, and the working of effects, in outward things.  The result of all this is that intimate familiarity with the physical environment, that acquaintance with the properties of material things, which is really the foundation of human consciousness” (p. 30).  Learning occurs as we connect what we already know from the past with new information.  James presents the idea that being intimate with the environment and increasing physical interactions assists in building a substantial foundation that will form habits.  The foundation for future associations and connections with learning is based on past interactions.  Manual training schools are another example that James uses to support knowledge derived from the environment.  James (1899/2001) states, “no impression without expression…”(p. 18) and training schools illustrate this point by promoting the opportunity for activity which allows for feedback and serves to inform ones future habits of behavior based on interactions with the environment.  

Understanding the relationship between associations and memory is critical for educators.  For example, the learning technique of mnemonics is one way to associate a word one knows with what one needs to remember.  An example of how to remember the instructions for treating a sprain is by using the word RICE.  You associate the word RICE with the treatment (rest the injury, ice the sprain, compress with a bandage, elevate the area) the association for remembering the behavior allows the individual to treat the sprain.

Reference:

James, W. (2001). Talks to teachers on psychology and to students on some of life's

     ideals. Mineola, NY: Dover. (Original work published 1899). 

Activity 2.4

Alfie Kohn adamantly opposes the theory of behaviorism, and that puts him in direct opposition with the views and beliefs of Karen Pryor.  Which theoretical camp does Alfie Kohn use to validate his views and criticisms on behaviorism and specifically positive reinforcement?  I was not able to identify a theoretical framework for Kohn’s position.   

“If approval isn’t forthcoming next time, the desire to read, draw, or help is likely to diminish” (2012, Kohn, para. 4).  Kohn’s statement is in direct opposition to Pryor’s experiences.  Research has shown that utilizing positive reinforcement on a variable schedule increases the chance that the behavior will occur again (2002, Pryor). 

Negative reinforcement is a principle used in learning that follows the theory of behaviorism.  An example of negative reinforcement is the beep that Winston (our six year old American Eskimo) receives from his dog collar when he exhibits the undesirable behavior of lunging for food on the table.  If the beep is not effective in controlling the behavior, a small electrical shock is the next level of negative reinforcement.  The training time took less than one week for the desired behavior to occur.  After a few weeks, we did not need to put the collar on Winston.  We place the collar on the table, and he immediately lies down.  This behavior supports the training principle of how negative reinforcement changes behavior.  However, this also supports Kohn’s (2001) suggestion that we are doing something to Winston, not with Winston.  Is this a form of manipulation, a teaching technique, or a manipulative teaching technique? 

Pryor (2002) explained that variable reinforcement was the most effective way to maintain behavior.  An abusive relationship was used to illustrate that unpredictable behavior and the longer the time between the desirable good behavior served as a powerful reinforcement, and the victim waited for those rare “good” moments (2002, Pryor). 

I would like to add to the complexity of this reinforcement. “The partner is conditioned by her family of origin, by her culture, and by her relationship” (1996, Evans, p. 111).  The unpredictability of the partner’s behavior is a significant factor in variable reinforcement, but what about the previous reinforcement by the family of origin and culture that are part of the unconscious.  The victim operates based on the upbringing (environment) and traditions of the family and culture (1996, Evans). 

Also, Gladwell (2005) discussed how psychological priming uses subtle triggers to influence behavior without the individual being aware.  This adds another layer of complexity to this example.  The abuser typically uses psychological priming in a manipulative way as they convince the victim through clever actions and words they deserve the abuse.  Examples include, “If you loved me…” or “You could never do...” or “It is reasonable to expect…”.  Also, could psychological priming from an individual’s culture and family of origin have long term effects that they are unaware of that influence adaptive unconscious?

References:

Evans, P. (1996). The verbally abusive relationship: How to recognize it and how to respond.

Holbrook, MA: Adams Media Corporation.

Gladwell, M. (2005). Blink: The power of thinking without thinking. New York: Little, Brown

and Company. 

Kohn, A. (2001). Five reasons to stop saying "Good job!" Young Children. Retrieved from 

http://www.alfiekohn.org/parenting/gj.htm

Kohn, A. (2012). Criticizing (common criticisms of) praise. Huffington Post, Retrieved

from http://www.huffingtonpost.com/alfie-kohn/criticizing-common-critic_b_1252344.html

Pryor, K. (2002). Don't shoot the dog: The new art of teaching and training. Gloucestershire, Scotland: 

           Ringpress Books Ltd.

Activity 2.3

According to Skinner (1984), American education is failing because teachers do not know how to teach effectively.  Skinner (1984) stated, “teachers must learn how to teach, and they must be taught by schools of education” (p. 950).

Skinner's recommendations for improving teaching practices involve allowing students to move at their own pace in their learning discovery process, teaching at the appropriate level, clearly articulating the learning objectives, and designing programs of study that provide immediate reinforcement of learning.  Implementing these teaching strategies would allow teachers more time to concentrate their efforts on teaching.

Skinner would be ashamed of American education today.  However, I do not think he would be surprised by his findings.  In the article, Skinner (1984) continually noted how discovery of improvements has a significant lag in time until the eventual implementation.  Skinner advocated for the use of teaching machines (computers) that would provide programmed instruction.  The teaching machines present the material through a self paced module in small increments that immediately validates learning by providing direct student feedback.  As a result, teachers have more time to teach.    

Skinner's recommendations are being implemented at the School of One.  The Skinner article provides the foundation for the philosophy of the School of One.  Skinner and the School of One believe that all students have different needs, should not progress until mastery of content, need a personalized curriculum, should use computers to assist in learning, and teachers need more concentrated teaching time.  All these components are present in the philosophy of Skinner and the School of One. I think Skinner would be thrilled to observe the innovative teaching approach that is taking place at the School of One.

Skinner is clear on his thoughts about free will.  He believed that the external state (environment) is the reason things happen, and the internal state (free will) does not contribute to ones behavior.

Skinner, B. F. (1984). The shame of American education. American Psychologist, 39(9), 947-954. 

Activity 2.2

The theory of behaviorism is based on the behavior (response) of the learner to the environment (stimulus).  Behaviorists believe that all knowledge is derived from the external world (environment).   There are two forms of conditioning associated with behaviorism, classical and operant conditioning.  Operant conditioning utilizes positive and negative reinforcement at the time of an occurrence to establish the behavior.  Behavior may be modified through reinforcement and shaping.  Classical conditioning is the response (physiological or emotional) that occurs through an association between the neutral stimulus and unconditional stimulus, and through repetition the neutral stimulus is conditioned.

Activity 2.1

My daily activities are dominated by habit.  I am a “creature of habit” and function best with a routine pattern of behavior.  I am consistent in my day to day routine and find this pattern of behavior allows me to meet all my responsibilities in an effective and efficient way.  Also, there is personal gratification, control, organization, structure, and power when a positive habit is established.  

Activity 1.5

Preface

Talks to Teachers on Psychology and to Students on Some of Life’s Ideals, written by William James, is a compilation of his public lectures addressed to teachers and students.  The lectures prepared for teachers concentrates on the practical application of improving learning by showing the teacher how to think about learning through the mental framework of the student.  The student lectures focus on the individuality of life and morals and the implications of that in relation to the world.

Connection:  

Each student should be taught as an individual, and the discipline of psychology complements the art of teaching.  What are practical applications for teaching the individual?  One approach to teaching and learning is the utilization of student learning styles or a more accurate label learning preferences.  The three most commonly discussed learning preferences are visual, auditory, and kinesthetic.  Some teachers and students have found the use of learning styles to be beneficial in addressing the individual learning needs of the student, but they do remain controversial due to the contradictory research that exists on their validity.

David A. Kolb (1984) describes learning as, “the process whereby knowledge is created through the transformation of experience” (p. 41).  Kolb developed the Experiential Learning Theory (ELT) and later developed the Learning Style Inventory (LSI).  The LSI is used to assist the instructor as well as the student in effective teaching and learning strategies for the individual.  Learning is complex and the patterns identified in the LSI are general patterns related to individual learning (Kolb, 1984).  The practical use and application of learning preferences are viable strategies that highlight the individual mental framework of the student but should be researched and used cautiously.

Reference: 

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and

development. Englewood Cliffs, N.J: Prentice-Hall.

Chapter 1

Teachers must concentrate on their students, the art of teaching, and require only a general overview of psychology to be effective.  The successful teacher transforms the science of psychology into the individual art of teaching by apply their own originality, imagination, intellect, and talent into their instruction. 

Connection: 

The Good High School, written by Sara Lawrence Lightfoot, explores through qualitative research six high schools distinguished as providing quality education.  George Washington Carver High School in Atlanta, GA was one of the six schools Lightfoot studied as part of her research.  The superintendent appointed Dr. Hogans to take over the dysfunctional school that was scheduled to be closed.  The typical student at George Washington Carver was from the low socioeconomic black public housing community of Carver.  Under Dr. Hogans leadership, he turned the school around through discipline, authority, tough standards, commitment, dedicated teaching, and concern for the students.  He concentrated on creating a comprehensive educational environment that included both technical and academic educational preparation.  Dr. Hogans exemplifies what James lectured on in chapter one about focusing on students through the art of teaching.  As James (1962) stated, “the teachers of this country, one may say, have its future in their hands” (p. 1).  The teachers at George Washington Carver High School truly reflect the statement by James in the way they connected with their students, encouraged their interest, respected diversity, demonstrated sound teaching principles, and introduced the value of education.  The administrative leadership and dedicated teachers concentrated on the students and through the art of successful teaching turned the school into a positive educational learning environment.   

References:

James, W. (1899/2001). Talks to teachers on psychology and to students on some of life’s ideas.

Mineola, NY: Dover.                                     

Lightfoot, S.L. (1983). The good high school: Portraits of character and culture. United States

of America: Basic Books.

Chapter 2

Consciousness is a person’s internal mental process that flows and changes continuously.  The simultaneous present existence of feelings, thoughts, emotions, sensations, and experiences are complex since they are all present to some degree at the same time and reflect previous experiences and education.

Connection:

The complex interactions of consciousness may be compared to the simultaneous activities of reading, watching the news, drinking water, and exercising on the stair master that may occur during a workout at the gym.  The consciousness is a constant flow and change of simultaneous present conditions of feelings, thoughts, emotions, sensations, and experiences. This is complex because they are all happening at the same time in varying degrees.  Exercising while simultaneously engaging in other activities is challenging as the focus switches from one activity to another.  For example, an individual may stop reading when they hear a news story on television that peaks their interest, or a person next to them engages them in conversation.  However, they still continue exercising as the additional activities unrelated to the workout change.  This is similar to the array of internal mental interactions that are simultaneously occurring in a person’s conscious. The individual determines what is ‘focal’ and essential to the experience and what is ‘marginal’ and less important.  This determination is based on interactions and conditions that are present concurrently.  The array of simultaneous activities that may be engaged in during exercise is similar to the internal mental process of the consciousness.  Both represent a continuous flow and change of what is happening in the moment either in the example of the workout or the conscious.   

Chapter 3

The mind is responsible for the action, knowledge, and interaction with the environment that takes place as part of the adjustment to the world.

Connection: 

James’ talked about how the conscious is responsible for how we chose to adapt to our environment, and consciousness leads to understanding and action.  Victor Frankl is an example of a person taking responsibility and choosing how to experience the world.  While serving as a prisoner in a concentration camp, Frankl affirmed and lived out the theory of existential therapy.  Existential therapy encourages people to “accept the awesome freedom and responsibility to act” (Corey, 1996, p. 180).  Frankl decided as a prisoner he still had choices, and he adjusted to his current environment as a prisoner in the concentration camp.  He survived his time in the concentration camp where he expanded upon existential therapy and developed the theory of logotherapy.  Logotherapy’s main focus is that a person’s motivation is to search for meaning in their life (Frankl, 1984).  Frankl stated, “what matters, therefore, is not the meaning of life in general but rather the specific meaning of a person’s life at a given moment” (1984, p. 131).  Man’s Search for Meaning, by Viktor Frankl, demonstrates how the mental process affects the practical life, and the importance of the mind in adjusting and responding to the environment.

References:

Corey, G. (1996). Theory and practice of counseling and psychotherapy. Pacific Grove, CA:

Brooks/Cole Publishing. 

Frankl, V. E. (1984). Man’s search for meaning. New York, NY: Washington Square Press.

Chapter 4

The routine manner that humans function through their conduct and behavior is determined by their educational training and instruction.

Connection:

“Your beliefs become your thoughts,
Your thoughts become your words,
Your words become your actions,
Your actions become your habits,
Your habits become your values,
Your values become your destiny.”
― Mahatma Gandhi

How we conduct our lives and habits that we adopt determine whom we are.  The quote by Mahatma Gandhi provides a summary of the value, impact, and influence that a routine produces.  Your education will have an impact on your destiny through your conduct and behavior in relation to your beliefs, thoughts, words, actions, habits, and values.  The exposure to education and the changes that are realized due to new knowledge will impact an individuals daily functions.  Learning is continuous and builds upon prior knowledge.  A routine function only becomes routine or habit when repeated consistently and is ingrained in one’s lifestyle with little conscious thought.         

Reference:

Gandhi, M. (2013). Mahatma Gandhi quotes. Retrieved from

http://www.goodreads.com/author/quotes/5810891.Mahatma_Gandhi

Activity 1.4

What does it mean to be educated?  

“The educated differ from the uneducated as much as the

living differ from the dead.”

                                                                -Aristotle

To be educated means an individual continually engages, interacts, and responds to the environment in a way that creates change in their intellectual, spiritual, emotional, or physical existence.   The lifelong pursuit of education is expressed by how someone continually utilizes, understands, acquires, and interacts with new information.  The more I read, learn, and interact with others the more I realize the deficiency of my education.  However, as someone who enjoys learning I continue to strive for holistic educational growth and development so that I may fully contribute to society.

Activity 1.3

Learning Defined:

Learning is the process and outcome of a person’s interaction with the environment that produces a change. 

Five Intriguing Principles and Connections:

·         Principle 2:  Learning is a necessary and instinctive function that happens everywhere simply based on the fact that an individual is living.

Connection:

Learning the necessary skills of eating and playing are essential task for a child’s survival and growth.  Children learn everyday life habits at an early age.  Learning occurs by watching and modeling a parent or caregiver and to some degree it happens automatically.  How do parents model these routine skills?  Do children learn to play physically active games or sedentary computer games?  Do children learn to eat healthy meals or do they eat high chloric fast food meals?

As a child, I ate fresh vegetables, fruit, meat, bread, and diary every day.  I rarely remember eating fast food meals.  Food items like soft drinks, chips, cookies, and other junk food were seldom in our house.  As a child, I rode my bike, played games in the yard, and was physically active each day.  I did not eat fruits and vegetables and exercise because I was aware of the health benefits.  Eating was essential, and what I ate was an automatic inevitable response to my environment.  I learned how to live a healthy lifestyle automatically through my environment and life experiences.  Learning about how to live and maintain a healthy lifestyle has continued and evolved over time due to my formal education and experiences.   

·       Principle 4: Learning may be healthy or unhealthy as well as beneficial or detrimental.

Connection: 

Domestic violence or intimate partner violence (IPV) is an unhealthy and detrimental behavior that affects the victim as well as other members of the family that may witness the abuse. According to the National Council on Child Abuse and Family Violence (2013), domestic violence is considered a learned behavior.  The child’s socialization to violence during childhood is a strong indicator, according to numerous documented research efforts that they will continue the cycle of violence as a perpetrator (Barnett, Miller-Perrin, & Perrin, 2005). This unfavorable learned behavior is satisfying to the perpetrator but is viewed by the majority of society as unacceptable behavior.

References: 

Barnett, O., Miller-Perrin, C.L., & Perrin, R.D. (2005). Family violence across the

lifespan. Thousand Oaks, CA: Sage Publications.

National Council on Child Abuse and Family Violence. (2013). Spouse/partner abuse

         information. Retrieved from http://www.nccafv.org/spouse.htm

·       Principle 7:  Learning is the act of change as it occurs and the outcome or result of a change.  Both the outcome and change are important to the exploration of how learning occurs.

Connection: 

Sorrel King is a mother and author of the book Josie’s Story.  Josie King was eighteen months old when she was hospitalized due to an accidentally severe hot water burn.  She was a patient at Johns Hopkins hospital and died as a result of a medical error during her treatment for the severe burns.  King and her family suffered a dramatic loss.  Throughout Josie’s Story, King reveals how after her daughter’s death she dedicated her life to learning about patient safety and initiating educational programs designed to increase patient safety.  Prior to the death of Josie, King was a stay at home mom and did not work outside the home.  King’s learning was a process that evolved as she read, talked to people, attended conferences, and educated herself on patient safety.  The process of learning resulted in changes happening over time.  King used the horrible loss of her daughter to become a patient-safety advocate. The learning outcome was that King became a nationally known patient-safety advocate.  She continues to learn, grow, and advocate for patient safety within the health care profession.  The process and product of King’s learning has a tremendous impact on society as her work continues to impact patient safety nationally. 

Reference: 

King, S. (2009).  Josie’s story; A mother’s inspiring crusade to make medical care

safe. New York, NY: Grove Press.

·         Principle 8:  The process of learning evolves over time and the way an individual learns changes as they mature.

Connection:

Illustration by: Paul Mirocha

The metamorphosis of a butterfly is similar to the process of how learning evolves over time.  The butterfly goes through four distinct stages and must respond to the environment in a different way during each phase.  This is similar to the transformation that takes place over time as an individual learns in different ways depending on their current life stage.  The butterfly and learner both go through stages.  The various stages allow for growth to occur, and that growth is necessary in moving forward with the life process of change.  The butterfly must grow and change from stage to stage, and the learner must acquire new knowledge at each stage in order to develop higher level critical thinking skills.  This comparison also highlights how the environment plays an active role in the butterflies process and the learners’ progression.

 

·         Principle 9: Learning is dependent upon how the individual engages, interacts, and reacts to the environment.

 

Connection: 

 

According to Alexander Astin’s theory of student engagement, when a student is actively involved in the social and physical environment their learning improves.  Astin stated, “…student involvement refers to the amount of physical and psychological energy that the student devotes to the academic experience” (p. 134).  This theory becomes critical for college students, especially freshmen.  When a student is involved in co-curricular activities, lives on campus, interacts with peers and faculty, and devotes a considerable amount of time to their class work they are actively interacting with and within their academic world.  Learning occurs as a reaction and interaction to the environment both in and outside the classroom.  Through the student’s involvement, they continue to learn, grow, change, and take control of their college learning experience.  A significant portion of the learning experience is due to engagement with the environment.

Reference:

Astin, A. W. (1985). Achieving educational excellence: A critical assessment of

priorities and practices in higher education. SanFrancisco, CA: Jossey-Bass.