Three Learning Theories

Learning Theories

Learning theories help us to understand the comprehensive process of learning and describe how people and animals learn. There are three major learning theories that have had a significant role in Education as shown in the following:

                                    

1.      Behaviourisim- Classical conditioning: Stimulus/Response

Behaviourists assumed that learning occurs when experience causes a relatively permanent in knowledge or behavior. They believe consciousness could be studied through the process of introspection. This is because thinking and other internal mental events should not be reliable studied. Based on a learning model which consists of a stimulus, a response and reinforcement, the behavior of animals can be trained to behave in any preferred manner that shows the possibility to predict and explain the way people learn. Thus, it is believed that Behaviourism is a worldview that operates on a principle of “stimulus-response.” Learning is therefore defined as a change in behavior in the learner. Lots of experiments to support the behaviorist work was done with animals (e.g. Pavlov’s dogs) and generalized to humans. Another example, a rat was placed in a box with a light.  

In this experiment, the bond between the stimulus and response is strengthened by a positive reinforcement (the food). The rat will always push the bar when the light is switched on, if this action is repeated in several times.

B.F. Skinner, applied the stimulus–response reinforcement theory to the way humans acquire language. He believed language as a form of behavior, just as the rat pressing the bar is a form of behavior and language learning as a process of habit formation. For example, a baby will be rewarded with drink or food (reinforcement), when a baby is hungry (stimulus), he/she cries (response). Reinforcement reward can be a word of praise, a nod, a smile, a present or gift. Thus, reinforcement plays a vital role in the early stages of learning process, so it should be given frequently and mistakes are corrected immediately.

Islamic point of view, behaviorism is practiced in early years of Islam. According to Qur’an
there is a surah stated that Angel Jibrail ordered our Rasulullah, Prophet Muhammad to read (Iqra) repeatedly, but the Prophet replied that he is not able to read. Then, Angel Jibrail huged the Prophet. This action can be understood as the sign of encouragement or reward (reinforcement). The Prophet was ordered to read again in the name of Allah and it worked. Therefore, it is clearly seen that behaviorism practiced as a learning theory in Islamic pedagogy.

2.      Cognitivism – Learning as an active,  mental process

Behaviorism stresses on repetition, drills and the stimulus–response model and the significance of habit configuration. On the other hand, cognitivism highlights on the learners’ ability to think, analyze and organize information and knowledge. It emphasizes on the inner mental activities – opening the “black box” of the human mind is essential for understanding how people learn, perform and think. It is assumed that language learning is an active process since learners are constantly required to engage mental processes such as thinking, memory, knowing, and problem-solving. That is indication of what is occurring in the learner’s brain. Thus, knowledge can be seen as symbolic mental constructions. Learning is also defined as change in a learner’s schemata. Cognitivists claim that the learner is seen as an information processor (human mind like a computer). For example, the information comes in is stored, is being analyzed, and leads to certain productions.

In Islamic perspective, it is also given high aspects to cognitivism. For example, memorizing Qur’an with tajwid is highly required in Islam.

3.      Constructivism – learning occurs via experience

A response to behaviorism and cognitivism, constructivism states that learning is an active, contextualized process of constructing knowledge rather than acquiring it. Learners build their own knowledge for themselves based on personal experiences and their perceptions of the environment. They will test these perceptions and hypotheses through social context. Each person involves a different interpretation and construction of knowledge enhancement. All knowledge is constructed based on the learner’s previous knowledge and cultural background, so the learner is not a blank slate (tabula rasa). Hence, even listening to a lecture involves active attempts to construct new knowledge.

In Islamic context, Muslims are practiced Islam in many ways based on historically and culturally difference. For example, there are four madhaps in Islam, and they are interpreted differently. Qur’an delivers truth, not knowledge, it is a book of truth, not the book of knowledge. Knowledge can be argued and can be changed time to time and place to place. The bottom line in this case is that our understanding is changed not the truth, truth is there. Even though, everyone has different understanding and interpretation in different time zone.  Furthermore, social condition also produces knowledge. For example, Muslims in Afghanistan and Muslims in Malaysia are different.

Reference:

Matthew H.O, Hergenhahn B.R. (2009) An Introduction to Theories of Learning, (Eighth edition), Pearson publication, New Jersey.