[Title of Institution]
The operant term in the principle all children can learn is “can.” This means that learning is not a possibility or potential but an absolute capacity. If all children are given equal opportunity for education, learning is achievable. However, due to limited resources and other constraints this capacity is not fully achieved and enjoyed by children of different nations.
Several scholars ventured into different researches and studies that would explain how learning is achieved. This paved the way for learning theories to see the light of day. To summarize the learning theories, it only asserts that learning is possible given the different ways to facilitate the transfer of skills, behavior and knowledge (Leonard, 2002; Knud, 2004; Ormrod, 2012). Since learning is not limited only to mathematical or scientific pursuits, in fact, covers to include even skills and behavior and since learning does not necessarily require full mastery of all concepts it is then easier to justify that learning is achievable (Ormrod, 2012).So why are there people that are considered illiterate? Illiteracy would refute the principle that all children can learn. The statistics of illiteracy would support for the part of the population who are categorized as those lacking with the rudimentary skills of reading, writing and understanding (Myers, 2008). Because this is not because this part of the population is simply incapable of learning, but because they do not have the resources that would allow them to learn. The reasons for this could either be of the following: (a) poverty, (b) geographical limitations and (c) other political and social limitations that deter them from getting access to every mean possible to be educated (Merriam, 2007).
Therefore, if children are only given the opportunity to have access to education then learning by no means impossible. All children can learn, but many of them may not because they are deprived of the opportunity to learn.
In the same manner, many of us are familiar with the traditional ways of learning which typically occurs in classrooms. Others have also experienced learning from the laboratory, a session hall or other similar set-up. However, very few had the opportunity to experience learning from outside an enclosed wall of a classroom or laboratory. It is understandable considering that this is the set-up that the majority of parents, students, including instructors are familiar and accustomed with. There is nothing wrong with this system. In fact, it has been proven to be effective on several accounts otherwise, it would not be widely used until this day.
While a number of education institutions still find sense and use for the traditional system, several academicians and scholars tried to develop new techniques that can be used complement or supplemental to the traditional classroom-based learning set-up. One of the proposed techniques was the experiential learning process which was introduced by renowned humanistic psychologist Abraham Maslow. Maslow was the same psychologist who proposed the model of the Hierarchy of Needs. As an ardent advocate of the Humanistic Psychology, Maslow conceptualized that an experience plays an important role in human learning and behavior(Schneider). A quite controversial analysis that Maslow made regards scientific learners, or those who relies on to concepts and books as inferior to experiential learner or someone who learns by actual participation, immersion or through experience.
This was the principle behind the immersion class that we had. During the immersion, I was able to apply the theoretical learning I have learned from the classroom discussions that we had prior to the experience. It was a good way of ensuring that we can apply what we have learned inside the classroom. Through the experience, we get a feel of how to execute the majority of what we have learned. By practice, we shake off the doubts, the hesitations and the uncertainties that we have about the course we have chosen.
References
Illeris, Knud (2004). The three dimensions of learning. New York, NY:Kluwer Academic Publishers
Leonard, David (2002). Learning theories, A to Z. Westport, CT: Oryx Press.
Merriam, Sharan (2007). Learning in adulthood a comprehensive guide, 3rd ed. San Francisco, CA: Jossey-Bass
Myers, David G. (2008). Exploring Psychology. New York, NY: Worth
Ormrod, Jeanne (2012). Human learning, 6th ed. Boston, MA: Pearson
Schneider, Kirk. Existential-integrative Psychotherapy: Guideposts to the Core of Practice. New York: Routledge, 2008.
