Learning Styles and Theories Essay Example for Free

Learning Styles and Theories Essay There are multiple learning styles and theories that apply to individuals in multiple ways. The VARK learning style that my analysis revealed is read/write according to the questionnaire by Fleming (2001-2014). This categorization of my learning style compliments me well and I definitely agree that actually seeing the information spelled out in front of me allows me to better understand the information. The two learning theories that relate to my VARK learning style are behaviorism and constructivism. Behaviorism focusing on a clear goal with an automatic response and constructivism affording me the ability to problem solve. Being an andragogical learner I’m able to apply what I’ve learned during my pedagogical phase to my educational experiences. Let’s take a closer look at what behaviorism entails. Behaviorism focuses on the observable changes in behavior. Moreover, it’s the act of doing something new several times until it’s second nature. A prime example is while completing schoolwork the instructor provides continuous positive reinforcement; depending upon the grade the student will constantly modify their behavior until they receive positive reinforcement. According to Watson (n.d.) behaviorism’s goal is to explain relationships between precedent conditions (stimuli), behavior (responses), and consequences (reward, punishment, or neutral effect). Without the positive reinforcement the learned responses that the student exhibits will diminish. My VARK learning style relates to behaviorism by me receiving positive reinforcement through written praise; additionally, with good grades I will continue performing at the same level. Once I’ve developed an understanding of how a task needs to be accomplished I will tailor my actions towards that behavior to continue to receive that positive reinforcement and it becomes second nature. Along with observable changes in behavior, one-step further looks into constructivism and it’s aim on brain-based learning. Constructivism relies on what the learner already knows and the understanding of the subject at hand. Moreover, building new ideas or concepts are based upon current knowledge and past experiences and amplifies when actively engaged. According to Brunner (n.d.) the three stages of  intellectual development are enactive, iconic, and symbolic. Enactive is learning through actions on physical objects and the outcomes, iconic learning is through models and pictures, and lastly symbolic learning is the ability to think in abstract terms (Brunner, n.d.). Constructivism relates to my VARK learning style in the aspect that learning is ongoing and by reading and writing I’m constantly improving my skills and perception. There can be multiple interpretations of an excerpt of literature, therefore by having someone facilitate the learning process with the knowledge of my baseline understanding of the topic at hand that person can build upon it. Thus, my VARK learning style suggests I write out words repeatedly or read them to myself, which goes along with reviewing information multiple times, and learning takes time according to the principles of constructivism. As an adult learner my identified VARK learning style affects my educational pursuit positively. Falling into andragogical learning realm I have more experiences and therefore I can apply those experiences while learning. Adult learners take on the responsibility to be self-directed, and have a wealth of experience that enables them to transform information into meaningful cognitive and reality-based applications (Minter, 2011, p. 9). In retrospect the pedagogical concept requires the instructor to be more directive, placing students in a more passive role, and that students don’t have the motivation or maturity to be self-directed learners (Minter, 2011, p. 9). Applying active learning concepts such as reading and writing allows me to actively be categorized under the andragogical concept. Moreover, by writing and speaking the words to myself and reflecting to solve problems I’m practicing the concept of self-directed and problem-centered aspects of andragogical learni ng. Therefore, I will be able to apply my VARK learning style to complete my educational endeavors and continue on my path of success. The three learning theories of Behaviorism, Cognitivism, and Constructivism can be applied to any of the four learning styles (visual, aural, read/write, and kinesthetic). I feel that we cannot generalize that a student will be classified solely under one learning style, they will adapt and apply what is more appropriate given the information or circumstances.  The learning theory used depends upon the learning situation. Being identified as an andragogical learner I’m able to apply life experiences, need to know, relevance of the subject matter and how it applies to me, and use my motivation to further my educational goals with the guidance of instructors that are more like facilitators. Malcolm Knowles paved the path for educators and students alike that entail specific learning principles to enable learners to thrive educationally and without his significant contribution who knows where we would be today. References Bruner, J. (n.d.). Constructivism Discovery Learning. Retrieved from http://www.lifecircles- inc.com/Learningtheories/constructivism/bruner.html Fleming, N. D. (2001-2014). Retrieved from http://www.vark-learn.com/english/index.asp Minter, R. (2011). The Learning Theory Jungle. Journal of College Teaching and Learning, 8(6), 9. Watson, J. B. (n.d.). Behaviorism. Retrieved from http://www.lifecircles-inc.com/Learningtheories/behaviorism/Watson.html

congressional reconstruction- civil war :: essays research papers

The governments established under Congressional Reconstruction made notable and lasting achievements. One positive outcome that resulted was the Civil Rights Act of 1866, which extended citizenship to African Americans and listed certain rights of all citizens such as the right to own property, bring lawsuits, and testify in court. Another major outcome was the Fifteenth Amendment, which prohibited the states from denying the right to vote because of a person’s race or because a person had been a slave. This finally granted African Americans the right to vote and marked an important change in the history of our country. A negative outcome resulted politically from congressional Reconstruction. Many of the federal laws concerning reconstruction led to the strengthening of the federal government at the expense of the states. These new laws often placed significant restrictions on state actions on the ground that the rights of national citizenship took precedence over the powers of state governments leading to an increase in sectional bitterness, an intensification of the racial issue, and the development of one-party politics in the South. Stemming from this â€Å"infringement† of states’ rights and intensified by the election of 1868 was another negative outcome. Fierce activities were stirred up by groups such as the KKK- violence became prominent, and terrorists and mobs attacked many people- mostly Republicans and blacks. The end of slavery brought new expectations for all African Americans, whether they had been slaves or not. Taking advantage of the new choices that freedom opened, they tried to create independent lives for themselves, and they developed social institutions that helped to define black communities. African Americans also expected political and economic equality. Few were able to acquire land of their own- a significant constraint on their economic choices- and most became either wage laborers or sharecroppers. Having no land, no tools, and no money, the freed slaves had only their personal labor to sell.

Moral, Social and Political Philosophy Essay

Moral, social and political philosophies are fields that share similarities with one another. The most basic and common characteristic found in all three fields is the role and significance of these fields in the manner by which human beings conduct intrapersonal and interpersonal relationships, with one’s self, with one another and with the community. Social, moral and political philosophies all act as important bedrocks or foundations of ideas humans use to guide their actions. Another similarity or common ground between these three fields is the presence of the examination of the human feelings as well as rational ideas necessary in the development of specific philosophies inside these three fields, even though in some aspects other factors are absent. For example, Immanuel Kant believes that moral philosophy should be without the consideration on human emotions (Gadamer, Weinsheimer, Marshall, 2004, p. 29). Without great thinkers who examined, assessed and concretized ideas based from human experiences, ideas and feelings, moral, social and political philosophies would not have existed in the first place. There are many other different similarities. Examples are how all three influence practice, tradition, norm, culture and values, how they all impact human life and later, history, and how all three fields evolve and change over time depending on perspectives introduced by new individuals, new thinking, new ideas and new perspectives. As for differences, one of the main differences when all three are compared is the specific focus inside which each philosophy works, is applied to, and allows the influence of. The use of moral philosophy – believed to be as one of the two oldest forms of philosophy (Fitzpatrick, 2008, p. 4) – in aspects dealing with moral issues hardly can make any considerations for the use of or relevance of either social or political philosophies. These are not the best and most suitable perspective to use. Ideas are also different. For example, what can be acceptable to political philosophy can be unacceptable to moral philosophy and vice versa. The focus of the two has the tendency to move towards different, if not altogether contrasting, paths. Justifications for beliefs and the use of sets of philosophical ideas and content can vary depending on what is being argued or debated upon and how these ideas are being used. Social, moral and political philosophies allow the individual to examine, look closely, investigate, assess and explain life. This is accomplished by these fields via the questions that they offer to the people to answer and explore the answers for themselves through the use of, or guidance, of these different fields of philosophy. The questions these fields of philosophy pose figure into a consideration of modern human life simply because these fields of philosophy exist to tackle, explain and to provide reasons for modern life. What these fields of philosophy creates as questions for humans to answer all point to man’s ability to examine human life, the modern life, consistently. For example, questions posed by moral philosophy figure into a consideration of modern life. Moral philosophy asks the human being how and why he or she is behaving as he or she does, giving them the trigger for self investigation. This can I justify how I act and why I act with regards to existing moral philosophy, or have I really deviated from it and is thus considered as bad? The questions they pose figure into a consideration of modern life simply because these fields of philosophy is all about life, life experiences and the resulting ideas from these life experiences in the first place. In the discussion of Smith and Haakonssen (2002) on moral philosophy, it explained that human beings may have the tendency to be confused especially in consideration with the different ideas past and present inside moral philosophy that can counter one another (Smith and Haakonssen, 2002, p. vii). This instance illustrates the idea that these fields of philosophy bring forward questions that allows people to examine life, including modern life, making these fields of philosophy and the questions they pose something that eventually figures into the consideration of the modern life. Scheppele (1988) noted that people asks for directions, not just literally but also for direction in life and for direction in their ideas and beliefs (Scheppele, 1988, p. 143). Since philosophies are not cast in stone, at times they provide answers in as much as they provide questions, at the same time, allow the individual to make a serious consideration of the present modern life, like how there are questions arising from how law and the social and moral philosophies. For example, getting in the way of one another during particular instances and how the individual can get away from or wriggle from it with sufficient sense of justification for such action. In the end, the effort at comparing and contrasting social, moral and political philosophy begs the answer to this question – is any one area more important than another? This is a tricky question. Even though the answer is most probably either yes or no, there are complex considerations why it is difficult to arrive at any one of the offered monosyllabic answers. To say that one is actually more important than the other is to say that the philosophical ideas of the superior one can supplant or totally override the ideas of the other, which cannot be consistently true. Philosophical arguments and the use of philosophy is always a case per case basis with focus on considerations as well as the aspect and context inside which the argument is found. For example, moral philosophy may be important than political or social philosophy. Moral philosophy governs the basic actions of man. However, if the base of argument leans more towards political considerations and with consideration to accepted political practices that may go against moral ideals, then moral philosophy cannot simply be considered as more important to political or social philosophy. The best possible answer is that all of these are equally important. Its importance should not be gauged and measured and compared with one another. How it is applied to life is a complex process that is hardly possible to quantify or measure to ascertain any indication of measurable importance that can be compared with one another. All of these are important because they help govern, and even make organized human life that is becoming more and more complex and complicated. References Fitzpatrick, T. (2008). Applied Ethics and social problems: moral questions of birth, society and death. Bristol: The Policy Press. Gadamer, H. G. , Weinsheimer, J. and Marshall, D. G. (2004). Truth and method. London: Continuum International Publishing Group. Schappele, K. L. (1988). Legal secrets: equality and efficiency in the common law. Chicago: University of Chicago Press. Smith, A. and Haakonssen, K. (2002). The theory of moral sentiments. London: Cambridge University Press.

Reading Response # 3 Code Breaking - 1173 Words

Reading Response #3: Code-breaking I have, until this point in this course, complained that, with few exceptions, Science Fiction as a genre never seems to quite reach a critical mass where it can achieve breakaway-velocity and leave its rather conservative orbit of binary gender (and heteronormativity) behind. There seems to have been many times when the genre has tiptoed close to the edge of gender-binarism (for instance, in its sub-genre of feminist utopias), only to scurry away from the assumed precipice and remain firmly ensconced in the supposed safety of Man/Woman-Masculine/Feminine dichotomies. Brian Attbery’s â€Å"Decoding Gender† finally takes us over that supped cliff – or at least peers over its precipice – to speak upon Science Fiction’s potential to imagine – even predict/produce – life beyond a gender binary. Given my own research in gender identity development and deployment, I found his work to be both a sometimes-frustrating primer on the social const ruction of gender and at the same time fascinating deconstructive study of gender and in turn science fiction. This criticism of what both gender and science fiction code for, and especially where such codes overlap, becomes an important examination of the hierarchy of sign, signified and signifier . As such, it becomes salient to note as Attebery does a concurrent function of literary coding – its ability to allow the author and reader to discuss that which is already socially coded as taboo. To discuss theShow MoreRelatedEssay On Mtr1120 Words   |  5 PagesOne of the most challenging aspects of the job so far for me is how to stage changes without breaking anything and how to always keep the service running without any downtime. 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