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SORRY... THIS SECTION IS CURRENTLY UNDER REVISION PhilosophyMy personal philosophy has been strongly influenced by many philosophers, educators and theorists, constructs and schemata including the following:
Here are some of my principles of software development. I "discovered" and learned to follow these guidelines over my twenty years of conceiving, designing, authoring and producing over three hundred internal (in-house), business and consumer software products. It is a fluid list that I add to and refine constantly.
NOUN: An apparent change in the direction of an object, caused by a change in observational position that provides a new line of sight. Parallax (Greek: παραλλαγή (parallagé) = alteration) is the change of angular position of two stationary points relative to each other as seen by an observer, due to the motion of an observer. Or more simply put, it is the apparent shift of an object against a background due to a change in observer position; essentially a parallax is a perspective shift Parallax is often thought of as the "apparent motion" of an object against a distant background because of a perspective shift, as seen in Figure 1. When viewed from Viewpoint A, the object appears to be in front of the blue square. When the viewpoint is changed to Viewpoint B, the object appears to have moved to in front of the red square.
ExistentialismExistentialism is a philosophical movement that views human existence as having a set of underlying themes and characteristics, such as anxiety, dread, freedom, awareness of death, and consciousness of existing. Existentialism is also an outlook, or a perspective, on life that pursues the question of the meaning of life or the meaning of existence. It is this question that is seen of paramount importance, above both scientific and other philosophical pursuits. The Danish philosopher Søren Kierkegaard (1813-1855), the "father of existentialism," asserted that "truth is subjectivity": human beings can be understood only from the inside, in terms of their lived and experienced reality and dilemmas, not from the outside, in terms of a biological, psychological, or other scientific theory of human nature. Existentialism emphasizes action, freedom, and decision as fundamental to human existence and is fundamentally opposed to the rationalist tradition and to positivism. That is, it argues against definitions of human beings either as primarily rational, knowing beings who relate to reality primarily as an object of knowledge or whose action can or ought to be regulated by rational principles, or as beings who can be defined in terms of their behavior as it looks to or is studied by others. More generally it rejects all of the Western rationalist definitions of Being in terms of a rational principle or essence or as the most general feature that all existing things share in common. Existentialism tends to view human beings as subjects in an indifferent, objective, often ambiguous, and "absurd" universe in which meaning is not provided by the natural order, but rather can be created, however provisionally and unstably, by human beings' actions and interpretations. Human beings are exposed to or, to use the philosopher Martin Heidegger's phrase, "thrown" into, existence. Existentialists consider being thrown into existence as prior to, and the horizon or context of, any other thoughts or ideas that humans have or definitions of themselves that they create. This is part of the meaning of the assertion of the philosopher Jean-Paul Sartre, one of the founders of existentialism, "existence is prior to essence." Existentialism conceives of Being itself as something that can only be understood through and in relation to these basic characteristics of human existence. In terms of the existence and relevance of God, there are three schools of existentialist thought: atheistic existentialism (Sartre), Christian existentialism (Kierkegaard) and a third school, agnostic existentialism, which proposes that whether God exists or not is irrelevant to the issue of human existence - God may or may not exist (Heidegger). Although there are certain common tendencies among existentialist thinkers, there are major differences and disagreements among them, and not all of them even affiliate themselves with or accept the validity of the term "existentialism", which was coined by Gabriel Marcel and popularized especially by Sartre. In German the phrase Existenzphilosophie (philosophy of existence) is also used. http://en.wikipedia.org/wiki/Existentialism Humanistic PhenomenologyPhenomenology is a philosophical approach to human nature--or to the impossibility of having a human nature--that started in Europe with Edmund Hussurl. Phenomenology emphasizes the subjective experience of the individual. It assumes that "existence precedes essence," where existence is subjective experience and essence is human nature. Phenomenology later became incorporated into the philosophical approach known as existentialism, influential throughout Europe from 1940-1960, which started with such earlier thinkers as Søren Kierkegaard and Fredrich Nietzsche, and later was advanced by Martin Heidegger and Jean-Paul Sartre. The existentialists focused on the subjective experience of the individual, especially feelings of dread and anxiety in the face of one's inherent aloneness and limitations--the ultimate limitation being death. Another focus was on the individual's personal freedom and responsibility to create meaning in life out of meaninglessness. When existential philosophy arrived in North America, it took a more optimistic turn in the humanistic psychologies of people such as Carl Rogers. Rogers is often incorrectly labeled a phenomenologist because of his emphasis on subjective experience. However, the common principle upon which phenomenology is based is that existence precedes essence. Rogers, by contrast, believes that human beings have an inherent essence: the striving for self-actualization. It is therefore incorrect to label Rogers a phenomenologist. Due to his intense concern with the individual, it also may be incorrect to label Rogers a humanist. Some would say that humanism emphasizes the importance of pro-social behavior, not actualization of oneself, and it is not clear that these two things are one and the same. For example, Rogers would probably label an Olympic swimmer, who constantly strove to shave a millisecond off her best time, as living up to her potential, and consequently as self-actualized. However, one might legitimately ask what is the point of such activity in the broader social framework in which we all live. Rogers would probably not distinguish this form of self-actualization from another form of self-actualization that made a difference in countless people's lives, such as that of Martin Luthur King, Jr. Still, theoretically and morally this seems a distinction worth making. I would like for students who are taking my class to understand the following terms: phenomenology, existentialism, and humanism. I would also like for students to be able to identify philosophers and psychologists who are typically identified with these approaches.
http://www.personalityresearch.org/courses/B15/notes/phenomenology.html In 1962, Thomas Kuhn wrote The Structure of Scientific Revolution, and fathered, defined and popularized the concept of "paradigm shift." Kuhn argues that scientific advancement is not evolutionary, but rather is a "series of peaceful interludes punctuated by intellectually violent revolutions", and in those revolutions "one conceptual world view is replaced by another". Think of a Paradigm Shift as a change from one way of thinking to another. It's a revolution, a transformation, a sort of metamorphosis. It just does not happen, but rather it is driven by agents of change. For example, agriculture changed early primitive society. The primitive Indians existed for centuries roaming the earth constantly hunting and gathering for seasonal foods and water. However, by 2000 B.C., Middle America was a landscape of very small villages, each surrounded by patchy fields of corn and other vegetables. Agents of change helped create a paradigm-shift moving scientific theory from the Plolemaic system (the earth at the center of the universe) to the Copernican system (the sun at the center of the universe), and moving from Newtonian physics to Relativity and Quantum Physics. Both movements eventually changed the world view. These transformations were gradual as old beliefs were replaced by the new paradigms creating "a new gestalt." Likewise, the printing press, the making of books and the use of vernacular language inevitable changed the culture of a people and had a direct affect on the scientific revolution. Johann Gutenberg's invention in the 1440's of movable type was an agent of change. Books became readily available, smaller and easier to handle and cheap to purchase. Masses of people acquired direct access to the scriptures. Attitudes began to change as people were relieved from church domination. Similarly, agents of change are driving a new paradigm shift today. The signs are all around us. For example, the introduction of the personal computer and the Internet have impacted both personal and business environments, and is a catalyst for a Paradigm Shift. We are shifting from a mechanistic, manufacturing, industrial society to an organic, service based, information centered society, and increases in technology will continue to impact globally. Change is inevitable. It's the only true constant. In conclusion, for millions of years we have been evolving and will continue to do so. Change is difficult. Human Beings resist change; however, the process has been set in motion long ago and we will continue to co-create our own experience. Kuhn states that "awareness is prerequisite to all acceptable changes of theory." It all begins in the mind of the person. What we perceive, whether normal or metanormal, conscious or unconscious, are subject to the limitations and distortions produced by our inherited and socially conditional nature. However, we are not restricted by this for we can change. We are moving at an accelerated rate of speed and our state of consciousness is transforming and transcending. Many are awakening as our conscious awareness expands. Reference: Kuhn, Thomas, S., "The Structure of Scientific Revolutions", Second Edition, Enlarged, The University of Chicago Press, Chicago, 1970(1962) http://www.taketheleap.com/define.html The brains of the
organization are widely distributed, one per person. Use them fully
and prosper. 1. Even the best
organizations today use only a tiny portion of the potential
productivity, talent, and drive of their members. http://www.pinchot.com/MainPages/About/About.html The Intrapreneur's Ten Commandments
http://www.pinchot.com/MainPages/BooksArticles/InnovationIntraprenuring/TenCommandments.html The 12 Simple Secrets of Microsoft Management
1. Total World Domination http://www.fool.com/portfolios/rulemaker/1999/rulemaker991220.htm
The developments of systems theory are diverse (Klir, Facets of Systems Science, 1991), including conceptual foundations and philosophy (e.g. the philosophies of Bunge, Bahm and Laszlo); mathematical modeling and information theory (e.g. the work of Mesarovic and Klir); and practical applications. Mathematical systems theory arose from the development of isomorphies between the models of electrical circuits and other systems. Applications include engineering, computing, ecology, management, and family psychotherapy. Systems analysis, developed independently of systems theory, applies systems principles to aid a decisIon-maker with problems of identifying, reconstructing, optimizing, and controlling a system (usually a socio-technical organization), while taking into account multiple objectives, constraints and resources. It aims to specify possible courses of action, together with their risks, costs and benefits. Systems theory is closely connected to cybernetics, and also to system dynamics, which models changes in a network of coupled variables (e.g. the "world dynamics" models of Jay Forrester and the Club of Rome). Related ideas are used in the emerging "sciences of complexity", studying self-organization and heterogeneous networks of interacting actors, and associated domains such as far-from-equilibrium thermodynamics, chaotic dynamics, artificial life, artificial intelligence, neural networks, and computer modeling and simulation. http://pespmc1.vub.ac.be/SYSTHEOR.html Bowen theory, a natural systems theory of the family, provides a conceptual framework for recognizing the impact of relationships between family members, within organizations and in society on human biology and behavior. Bowen theory can help identify factors that impact health and reproduction and guide the application of knowledge in ways that are specific to the family and to the relationship of influence. The first educational programs in Bowen theory were developed by Murray Bowen himself, as he came to see human behavior as a part of evolution, governed by natural forces evident in the rest of life. Bowen Theory Murray Bowen (1913-1990) developed a new theory of human functioning based upon what was considered scientific in the work of Freud upon studies in evolution and the natural sciences and upon his own research. First called "family systems theory", Bowen theory is a natural systems theory distinct from general systems theory, from the individual theories of psychiatry, medicine and psychology, and from group theories in sociology and sociobiology. During his study of psychiatry at The Menninger Clinic in Topeka, Kansas from 1946-1954, Bowen read extensively in biology and the study of evolution. His changing view of human functioning led to development o a research project at the National Institute of Mental Health in which families with a schizophrenic member were studied over a five-year period. The nuclear family process came alive. From 1954 to 1959, Dr. Bowen began to define concepts about the family as an emotional system that governs the biology and behavior of individuals. The first chapters in Family Therapy in Clinical Practice describe early work in defining the difference between conventional theory and this new view of the human as part of a family emotional system. By the time Bowen came to Georgetown University in 1959, the basic concepts of theory were organized into eight interconnected variables: the emotional system with its variation in the counterbalance between togetherness and individuality; levels of differentiation of self; mechanisms of reactivity in the nuclear family; triangles; multigenerational transmission process; sibling position; anxiety, chronic and acute; and emotional cut off. no one concept could be explained by another concept. No one concept could be eliminated or isolated from the theory. Clinical families, Bowen's own family system, and all of human society were studied within the framework of theory. Bowen theory is not a theory about pathology, but about the interaction of variables that produce variation in human functioning. Instead of reducing the explanation of physical illness, for example, to one cause and the effect, natural systems theory outlines related variables to predict individual variation in health. Any symptoms, be they physical, psychiatric, behavioral, social or societal, are studied within the same broad theoretical framework. Both biology and behavior are considered under the influence of the same variables. Symptoms and stability are the outcome of the same variables. It became obvious early that theoretical differences afforded new avenues and approaches in psychotherapy, medicine, and health care. The theoretical foundation provides the direction for therapy rather than diagnostic categories, techniques, or emotional reactions of the therapist. Bowen theory does not focus on the number of family members in the room but upon the thinking of the therapist. Decisions about who to see are based upon assessment of levels of differentiation of self, and upon determining strengths and leadership within the family. In this theory, one therapist best consults to the most motivated and responsible family member or to a variety of family members rather than referring family members to different mental health professionals, an individual therapist, a couple's counselor, a child psychologist, etc. References
Murray Bowen,
Family Therapy in Clinical Practice, 1978. http://csnsf.org/bowen.htm Family Systems Theory:
Chaos: When the present determines the future, but the approximate present does not approximately determine the future. https://en.wikipedia.org/wiki/Chaos_theory The more precisely the position of some particle is determined, the less precisely its momentum can be known, and vice versa. https://en.wikipedia.org/wiki/Uncertainty_principle Gestalt TheoryGestalt theory is a broadly interdisciplinary general theory which provides a framework for a wide variety of psychological phenomena, processes, and applications. Human beings are viewed as open systems in active interaction with their environment. It is especially suited for the understanding of order and structure in psychological events, and has its origins in some orientations of Johann Wolfgang von Goethe, Ernst Mach, and particularly of Christian von Ehrenfels and the research work of Max Wertheimer, Wolfgang Köhler, Kurt Koffka, and Kurt Lewin, who opposed the elementistic approach to psychological events, associationism, behaviorism, and to psychoanalysis. The coming to power of national socialism substantially interrupted the fruitful scientific development of Gestalt theory in the German-speaking world; Koffka, Wertheimer, Köhler and Lewin emigrated, or were forced to flee, to the United States. The GTA views as its main task the provision of a scientific and organizational framework for the elaboration and further development of the perspective of Gestalt theory in research and practice. In this sense, Gestalt theory is not limited only to the concept of the Gestalt or the whole, or to the Gestalt principles of the organization of perception (as it is presented in many publications), but must be understood as essentially far broader and more encompassing: - The primacy of the phenomenal: Recognizing and taking seriously the human world of experience as the only immediately given reality, and not simply discussing it away, is a fundamental assertion of Gestalt theory, the fruitfulness of which for psychology and psychotherapy has by no means been exhausted. - It is the interaction of the individual and the situation in the sense of a dynamic field which determines experience and behavior, and not only drives (psychoanalysis, ethology) or external stimuli (behaviorism, Skinner) or static personality traits (classical personality theory). - Connections among psychological contents are more readily and more permanently created on the basis of substantive concrete relationships than by sheer repetition and reinforcement.
The epistemological orientation of Gestalt theory tends to be a kind of critical realism. Methodologically, the attempt is to achieve a meaningful integration of experimental and phenomenological procedures (theexperimental-phenomenological method). Crucial phenomena are examined without reduction of experimental precision. Gestalt theory is to be understood not as a static scientific position, but as a paradigm that is continuing to develop. Through developments such as the theory of the self-organization of systems, it attains major significance for many of the current concerns of psychology. http://www.enabling.org/ia/gestalt/gerhards/gtax1.html#kap2 Gestalt therapy was originated about fifty years ago by Frederick 'Fritz' Perls (1893-1970) in collaboration with Paul Goodman. Perls was born in Berlin and educated in medicine and psychoanalysis. But he later became interested in ideas beyond Freud, partly due to his wife, Laura Posner, a psychologist who had contact with the early Gestalt school of experimental psychology. Influenced by neurologist Kurt Goldstein, Max Wertheimer, Martin Buber, and others, Perls began to question orthodox psychoanalytic doctrine. His first book, Ego, Hunger and Aggression gives a penetrating critique of Freudianism from the holistic and semantic viewpoints, such as his condemnation of the many misleading abstractions in the analytic terminology. Perls also borrowed from the academic work of the early Gestalt psychologists, who were mainly concerned with lab experiments in perception. He applied their principles of perceptual organisation to understanding the structure of the human personality as it functions within the organism/environment field. This first book is significant because in addition to criticising Freud, it also lays the groundwork for a new system of psychotherapy. This novel approach is tentatively called 'concentration therapy', aiming at synthesis, not cold analysis, calling for a natural holistic approach to body and mind, and a fresh face-to-face encounter between therapist and patient. (One of Perls' criticisms of Freud was that by putting the patient on the couch, an artificial situation is created, one that brings the patient even further from good contact, and the subsequent goal of personality integration.) This short, but original book can serve as a valuable introduction for those interested in how Perls' work developed out of his early analytic training. The concreteness, the focus on the body, as for example in his discussion of oral and anal problems, and his innovative concept of 'dental aggression' are some of the highlights of this initial study which later came to fruition. Here Perls is trying to develop a new model for psychotherapeutic endeavour, using as a framework holistic and organismic tenets, instead of mechanical association theory. One of Perls' major contributions to the psychology of the second half of the 20th century is that he offers an alternative to the domination of the Freudian juggernaut. What is Gestaltian about it? Just as psychoanalysis is based on association theory (viz. 'free association') and behaviour therapy rests on the stimulus-response learning model, it was the aim of Perls to construct a new method based on Gestalt's psychological principles. Wertheimer and the academic Gestalt school had made valuable contributions to perception and cognitive theory, but they neglected the broader realm of personality, psychopathology, and psychotherapy. Perls, however, tried to carry their insights further into this larger arena. Personality, thus conceived, is not organised according to the additive style of behaviourism, nor in associative-symbolic Freudian terms, but instead can be construed as following a 'Gestalt' or configurational pattern. The culmination of these efforts to construct a new system of therapy is reached in his second, and major book, Gestalt Therapy. This form of psychotherapy has among its roots Gestalt Psychology (a psychology of perception), Existential philosophy, psychoanalysis and bodywork. It was launched in 1952 via a book ‘Gestalt Therapy – Excitement and Growth in the Human Personality’ by Perls, Hefferline and Goodman. It is often associated with Fritz Perls although in reality it was developed by a group of people including his wife Laura. http://www.positivehealth.com/permit/Articles/Regular/litt34.htm Gestalt is a practical psychotherapy, the therapist works with the client to be aware of their responses in the here and now. Attention is paid to those times when this might prove difficult, and often slowing down in this way leads to useful insights. As the person talks and explores their personal material, they are encouraged to notice their physical and emotional responses. In addition exploration of communication and contact are important. Unfinished past experiences are seen to repeat themselves in patterns that are happening now which may be causing difficulty. Ultimately, working in this way can bring an increased self-awareness and liveliness of response. Gestalt therapy does not involve lying on a couch and is practised both as an individual and group therapy. It is communicative, the therapist is not a blank screen and uses their own experience in the session to inform the therapy work. While different therapists will have different styles all will be based on tracking experience in the here and now, including the relationship between client and therapist. Where appropriate exercises may be suggested, which aim to explore new ways of being and of venturing into areas that are difficult for someone to go to. Gestalt is practised both as an individual and group therapy. A cognitive process (a mode of critical thinking) in which a person generates many unique, creative responses to a single question or problem. This is different from convergent thinking which attempts to find a single, correct answer to a problem.
The Hawthorne effect refers to improvements in productivity or quality which result not so much because of intended changes to working conditions, but mainly because the workers are aware of extra attention being paid to them. It is not so easy to find a simple account of this effect, which is closely related to the Pygmalion effect, the placebo effect, and so on. Note that "Hawthorne" is not the name of a researcher, but of the factory where the effect was first observed and described: the Hawthorne works of the Western Electric Company in Chicago, 1924-1933. One definition of the Hawthorne effect is:
Parsons (1974) p.930 defined it as:
What was the original Hawthorne effect? Basically, a series of studies on the productivity of workers manipulated various conditions (pay, light levels, rest breaks etc.), but each change resulted on average over time in productivity rising, including eventually a return to the original conditions. This was true of each of the individual workers as well as of the group mean. Four general conclusions were drawn from the Hawthorne studies:
For decades, the Hawthorne studies provided the rationale for human relations within the organization. Then two researchers used a new procedure called "time-series analyses." Using the original variables and including in the Great Depression and the instance of a managerial discipline in which two insubordinate and mediocre workers were replaced by two different productive workers (one who took the role of straw boss - see below). They discovered that production was most affected by the replacement of the two workers due to their greater productivity and the affect of the disciplinary action on the other workers. The occurrence of the Depression also encouraged job productivity, perhaps through the increased importance of jobs and the fear of losing them. Rest periods and a group incentive plan also had a somewhat positive smaller effect on productivity. These variables accounted for almost all the variation in productivity during the experimental period. Social science may have been to readily to embrace the original Hawthorne interpretations since it was looking for theories or work motivation that were more humane and democratic. – Franke, R.H. & Kaul, J.D. "The Hawthorne experiments: First statistical interpretation." American Sociological Review, 1978, 43, 623-643. http://www.answers.com/topic/hawthorne-effect The placebo effect (also known as non-specific effects) is the phenomenon that a patient's symptoms can be alleviated by an otherwise ineffective treatment, apparently because the individual expects or believes that it will work. Some people consider this to be a remarkable aspect of human physiology; others consider it to be an illusion arising from the way medical experiments were conducted. In the opposite effect, a patient who disbelieves in a treatment may experience a worsening of symptoms. This nocebo effect (from the Latin for "I will harm") can be measured in the same way as the placebo effect, e.g., when members of a control group receiving an inert substance report a worsening of symptoms. The inert substance can act either as a placebo or nocebo, depending on the expectations of the recipients. The placebo effect is the measurable, observable, or felt improvement in health not attributable to treatment. This effect is believed by many people to be due to the placebo itself in some mysterious way. A placebo (Latin for “I shall please”) is a medication or treatment believed by the administrator of the treatment to be inert or innocuous. Placebos may be sugar pills or starch pills. Even “fake” surgery and “fake” psychotherapy are considered placebos. Researchers and medical doctors sometimes give placebos to patients. Anecdotal evidence for the placebo effect is garnered in this way. Those who believe there is scientific evidence for the placebo effect point to clinical studies, many of which use a control group treated with a placebo. Why an inert substance, or a fake surgery or therapy, would be effective is not known. the psychological theory: it's all in your mind Some believe the placebo effect is psychological, due to a belief in the treatment or to a subjective feeling of improvement. Irving Kirsch, a psychologist at the University of Connecticut, believes that the effectiveness of Prozac and similar drugs may be attributed almost entirely to the placebo effect. He and Guy Sapirstein analyzed 19 clinical trials of antidepressants and concluded that the expectation of improvement, not adjustments in brain chemistry, accounted for 75 percent of the drugs' effectiveness (Kirsch 1998). "The critical factor," says Kirsch, "is our beliefs about what's going to happen to us. You don't have to rely on drugs to see profound transformation." In an earlier study, Sapirstein analyzed 39 studies, done between 1974 and 1995, of depressed patients treated with drugs, psychotherapy, or a combination of both. He found that 50 percent of the drug effect is due to the placebo response. A person's beliefs and hopes about a treatment, combined with their suggestibility, may have a significant biochemical effect. Sensory experience and thoughts can affect neurochemistry. The body's neurochemical system affects and is affected by other biochemical systems, including the hormonal and immune systems. Thus, it is consistent with current knowledge that a person's hopeful attitude and beliefs may be very important to their physical well-being and recovery from injury or illness. However, it may be that much of the placebo effect is not a matter of mind over molecules, but of mind over behavior. A part of the behavior of a "sick" person is learned. So is part of the behavior of a person in pain. In short, there is a certain amount of role-playing by ill or hurt people. Role-playing is not the same as faking or malingering. The behavior of sick or injured persons is socially and culturally based to some extent. The placebo effect may be a measurement of changed behavior affected by a belief in the treatment. The changed behavior includes a change in attitude, in what one says about how one feels, and how one acts. It may also affect one's body chemistry. The psychological explanation seems to be the one most commonly believed. Perhaps this is why many people are dismayed when they are told that the effective drug they are taking is a placebo. This makes them think that their problem is "all in their mind" and that there is really nothing wrong with them. Yet, there are too many studies which have found objective improvements in health from placebos to support the notion that the placebo effect is entirely psychological. http://skepdic.com/placebo.html (also known as Rosenthal effect) is a finding that people tend to behave as you expect they will. Oak School studyIn a study by two psychologists Robert Rosenthal and Lenore Jacobson (1968), published in their book Pygmalion in the Classroom, the experimenters told teachers that twenty percent of the children in a certain school showed unusual potential for intellectual growth. The names of 20 percent of the students were selected randomly, and revealed to the teachers. Eight months later, the chosen children showed significantly greater gains in IQ than the children who hadn't been showered with attention. One educational reformer concluded:
James Rhem commented:
There is much more on the this study at Hawthorne effect. Rosenthal got the name of his concept from the George Bernard Shaw play, Pygmalion, later popularized by the musical My Fair Lady. The character Henry Higgins believes the cockney flower girl Eliza Doolittle can be made into a lady. Higgins' belief in her drives her to make it. (The play in turn was named after the ancient myth of Pygmalion and his statue, which the gods brought to life for him.) http://en.wikipedia.org/wiki/Pygmalion_Effect John B Carroll inaugurated a fundamental change in thinking about the characteristics of instruction in 1963 when he argued for the idea that student aptitudes are reflective of an individuals learning rate. In this new paradigm, Carroll suggested that instruction should focus more on the time required for different students to learn the same material. This was in contrast with the classic model in which all students are given the same amount of time to learn and the focus is on differences in ability. He called this learning rate, LR, the degree of learning, which is demonstrated in the formula: LR = f ( time spent learning / time needed to learn) This describes that the learning rate is a function of the time a learner has to learn to the time he actually needs to learn a given situation of instruction. Carroll's new theory was based on the idea that all learners can have the potential to learn any instruction given, but take different amounts of time to do so. So when a learner's aptitude is seem the context as an index or the learning rate then students are not seen a good or bad learners, but as fast or slow learners (Guskey, 1997). Carroll identified two factors that affected the learning rate of a student, perseverance of the student, and the opportunity to learn. The first is controlled by the student, that is, how much time they spend on learning, the former is the time allotted to learn by the classroom, or access to materials, etc. However, it was Bloom in 1968 who fully developed the concepts now known as Mastery Learning. In the 1960s, Benjamin Bloom was involved in research on individual differences as applied to learning. Impressed with Carrolls ideas, he took them further by concluding that if, (1) aptitude could predict a learner's learning rate, then he believed that it should be able to set the degree of learning expected of a student to some level of mastery performance. Then, (2) see to the instructional variables under an instructors control, such as the opportunity to learn and the quality of the instruction. Thus, (3) the instructor should be able to ensure that each learner can attain the specified objective. Bloom concluded that given sufficient time and quality instruction, nearly all students could learn. The theories of Mastery Learning resulted in a radical shift in responsibility for teachers; the blame for a student's failure rests with the instruction not a lack of ability on the part of the student. In this type of learning environment, the challenge becomes providing enough time and employing instructional strategies so that all students can achieve the same level of learning (Levine, 1985; Bloom, 1981). How to instruct for mastery: 1. Clearly state
the objectives representing the purposes of the course. *** Time to learn must be adjusted to fit aptitude. NO STUDENT IS TO PROCEED TO NEW MATERIAL UNTIL BASIC PREREQUISITE MATERIAL IS MASTERED.*** As a matter of curriculum development, mastery learning does not focus on content, but on the process of mastering it. Curriculum materials can be designed by inhouse Instructional designers, or via a team approach various professionals in a given setting either in a school, industry, or military. Or instructional materials can be obtained via prepared materials from an outside commercial source. A combination of this is also apparent. However, the instructional materials are developed or obtained, the teachers must evaluate the materials they plan to use to ensure that they match the instructional objectives set up for a given course of instruction. The mastery learning model is closely aligned with the use of instructional objectives and the systematic design of instructional (ISD) programs (see Gagne, et al). The Criterion Referenced Instruction (CRI) model of Mager of evaluating terminal behaviors is an attempt to implement the mastery learning model. Here the instructor can assess students progress based on the objectives of the instruction rather the traditional norm-referenced test. In addition, the theoretical framework of Skinner with its emphasis on individualized learning and the importance of feedback (reinforcement) is also relevant to mastery learning. Mastery learning ensures numerous feedback loops, based on small units of well-defined, appropriately sequenced outcomes. A quick summary: Mastery Learning, ML, is an instructional
strategy based on the principle that all students can learn a set of
reasonable objectives with appropriate instruction and sufficient time
to learn. ML puts the techniques of tutoring and individualized
instruction into a group learning situation and brings the learning
strategies of successful students to nearly all the students of a given
group. In its full form it includes a philosophy, curriculum structure,
instructional model, the alignment of student assessment, and a teaching
approach. Advantages: 1.Students have prerequisite skills
to move to next unit Disadvantages (easily dealt with in most cases): 1.Not all students will progress at
same pace; this requires students who have demonstrated http://allen.warren.net/ml.htm Conditions of Learning (R. Gagne)Overview: This theory stipulates that there are several different types or levels of learning. The significance of these classifications is that each different type requires different types of instruction. Gagne identifies five major categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. Different internal and external conditions are necessary for each type of learning. For example, for cognitive strategies to be learned, there must be a chance to practice developing new solutions to problems; to learn attitudes, the learner must be exposed to a credible role model or persuasive arguments. Gagne suggests that learning tasks for intellectual skills can be organized in a hierarchy according to complexity: stimulus recognition, response generation, procedure following, use of terminology, discriminations, concept formation, rule application, and problem solving. The primary significance of the hierarchy is to identify prerequisites that should be completed to facilitate learning at each level. Prerequisites are identified by doing a task analysis of a learning/training task. Learning hierarchies provide a basis for the sequencing of instruction. In addition, the theory outlines nine instructional events and corresponding cognitive processes:
(1) gaining attention (reception) These events should satisfy or provide the necessary conditions for learning and serve as the basis for designing instruction and selecting appropriate media (Gagne, Briggs & Wager, 1992). Scope/Application: While Gagne's theoretical framework covers all aspects of learning, the focus of the theory is on intellectual skills. The theory has been applied to the design of instruction in all domains (Gagner & Driscoll, 1988). In its original formulation (Gagne, 1 962), special attention was given to military training settings. Gagne (1987) addresses the role of instructional technology in learning. Example: The following example illustrates a teaching sequence corresponding to the nine instructional events for the objective, Recognize an equilateral triangle:
1. Gain attention - show variety of
computer generated triangles Gagne (1985, chapter 12) provides examples of events for each category of learning outcomes. Principles:
1. Different instruction is required for
different learning outcomes. References:
Gagne, R. (1962). Military
training and principles of learning. American
Psychologist, 17, 263-276. http://tip.psychology.org/gagne.html Gagné
Robert Gagné (1985) classified the types
of learning outcomes. A
good way to identify the types of learning is to ask how learning
could be demonstrated:
These outcomes are the results of the internal processes of learning in individual learners. They provide the learners with the improved capabilities which we desire. The external conditions of learning (such as instruction) which cause the learning are different for different types of learning outcome. For example, we need to do different things to learn attitudes than to learn intellectual skills or motor skills. Nonetheless, Gagné suggests that although different in detail, the same types of instructional activity are needed for all learning processes and learning outcomes. He suggests that there are nine general Instructional Events which are always relevant, even though in detail they will vary with the type of learning outcome being achieved, and with the specific content of the learning http://www.psy.pdx.edu/PsiCafe/KeyTheorists/Gagne.htm The Seven Types of Intelligence Psychologist Howard Gardner identified the following distinct types of intelligence. They are listed here with respect to gifted / talented children.
Bloom's Taxonomy of Educational Objectives
Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. Verb examples that represent intellectual activity on each level are listed here.
https://en.wikipedia.org/wiki/Bloom%27s_taxonomy
Criterion Referenced
Instruction
The Criterion Referenced Instruction (CRI) framework developed by Robert
Mager is a comprehensive set of methods for the design and delivery of
training programs. Some of the critical aspects include: (1) goal/task
analysis -- to identify what needs to be learned, (2) performance
objectives -- exact specification of the outcomes to be accomplished and
how they are to be evaluated (the criterion), (3) criterion referenced
testing -- evaluation of learning in terms of the knowledge/skills
specified in the objectives, (4) development of learning modules tied to
specific objectives. https://en.wikipedia.org/wiki/Bloom%27s_taxonomy |
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