The Learning Processes

While there is not complete agreement among scientists and educators on the nature of human learning, certain ideas are generally accepted and provide a model through which we can work. Learning theories have been based, historically, on the findings of modern psychology, and most theories of learning can be divided into three main groups: 1) behavior modification; 2) cognitive theories; and 3) humanistic theories. While all three groups attempt to explain the means through which people can best achieve their educational goals, each stresses a different method of achievement.

Behavior modification theories state that learning consists of forming habits. Additionally, a person will only form a habit if the process offers him some degree of satisfaction. By utilizing a series of accumulated simple habits, a person can eventually be able to accomplish more sophisticated habits, such as solving complicated numerical equations. Theories of this type are measured by asking the student to solve problems with only one possible solution. Based upon the correctness of the answer, a determination is made as to the mastery of the material.

Cognitive theories stress the importance of thought processes in learning. Included in these processes are the abstract concepts of understanding and decision-making. Proponents of cognitive theories feel that behavior modification theorists do not fully comprehend the thought processes, as most problems have more than one solution.

Humanistic theories stress the importance of the emotions in learning. Proponents of this theory feel that the two previous theories completely and thoroughly minimize the emotional development of the student. The individuality that each student possesses and the different responses to external stimuli are stressed in this theory. Resultantly, each student must be given the opportunity to develop in the manner which suits their individual personality. As each individual student possesses different strengths and weaknesses in its learning processes, ideally, modern educators should implement strategies for instruction that will cater to all three of these theories.