Theories Of Teaching and Learning: Holistic and Elemental Models
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1. Explain the difference between holistic and elemental models. How do these compare with the two streams of inquiry (artistic and scientific) described in chapter 4? Which model and stream of inquiry would a proposer use?
Holistic models of education are based on the psychology of functionalism, a theory that explains human behavior is determined by perceived usefulness to the organism in adapting to the environment. Holistic education methods are more “progressive” and focus on the learners links to community and nature. (Knowles, Holton III & Swanson, 2011) The goal of the holistic model is to educate the whole person and encourages pursuing interests that motivate students to learning about themselves and the world around them. The emphasis is on utilizing the natural motivation to learn. The teacher is a facilitator guiding the student rather than an authoritative figure who transmits knowledge and information. The emphasis is on the student, learning naturally. This model deals with individuals where they are at, with what they already know and think. The holistic model characterizes education as an organic and evolving process rather than mechanical in nature. The holistic model could be described as more “democratic” (Knowles, p. 110).
The elemental model is based on behavioralism, the psychological theory that behavior can explained in terms of conditioning, independent of thoughts or feelings. The elemental model asserts that education should be measurable and scientific, and not rely on feelings and emotions. It is more mechanical and less based on intuition, feelings and individualism. It’s a more top-down, authoritative model. Teacher completely control learning by the management of reward. The teacher tells the student what and how to learn. It’s much less progressive and more authoritative, based on teacher control. The elemental model is more teacher and knowledge
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oriented, and the teacher is more fundamental to the learning process, they are more than facilitators (Knowles, 2011).
The two streams of inquiry, artistic and scientific are closely related to these two models of education. The scientific stream “seeks to discover new knowledge through rigorous (and often experimental) investigation” (Knowles, 2011, p.36). The artistic stream of inquiry is more about experimental learning based on intuition. The goal is understanding the world around you, expressing yourself, etc. Artistic learning occurs though intuition and analysis of the outside world. Propounders, being single minded and focused on measureable theories, would primarily use the scientific stream of thought, while interpreters, who look to analyze results, would be more into the artistic stream. (Knowles, 2011)
2. Explain the differences between the pedagogical and andragogical models.
While there are some exceptions, historically schools were organized for teaching children, so most educational teaching methods developed about learning is known as the pedagogical model. This model of education is the basis for most educational systems up to today. However, in the early 20th century, theories about teaching adults developed. This was called the androgogical model, and it recognized the fact that adults and children learn differently and focused on their strengths and helping adult learners take responsibility for their own education. Lindeman (1926) identified several unique features of adult learners. He recognized that they are motivated to learn things they need to know, so they require life-centered education. They have rich experience and knowledge that should be utilized in educational process. Adults also can self-direct their education, excel at experiential learning, and are good at problem-solving. His
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andragogical theory is based on characteristics of the adult learner In Adult Learning (1926), Thorndike detailed how adult learners were different from child learners, and they are indeed capable of learning.
3. What were your thoughts as you skimmed pages 72 to 113 (Chapter 5) of our text?
The focus of this chapter seems to be on behavioralism/mechanistic model (Thorndike, Skinner) vs.functionalism/experimentalism (Maslow, Dewey). The psychology of the student seem essential to the teaching theories and models. The educational theorists have a psychological world-view/theory and then they match the learning style to a teaching style. The theories begin by being based on a psychological theory of how people experience the world and why they are motivated to do things, like learning. Today, I think education continues to deal with this division between classical and progressive education. For example, hands-on progressive learning vs. classical lecture oriented education. Another way of explaining the dichotomy would be authoritative vs. democratic learning. Knowles (2011) includes an idea from Lindeman (1929) that “under democratic condition authority is of the group.” (p.39). I don’t think this sentiment would be shared by many teachers about who “runs” or controls the classroom today. So not much has seemed to change regarding this fundamental debate about the nature of education.
4. Chapter 5 of our text is entitled “Theories of Teaching,” but in every chapter section the authors note that these ideas about teaching were derived from theories of learning. Why did they feel it was important to make that point?
There is an important distinction between theories of learning and theories of teaching. Theories of learning are about the ways in which a student learns. Theories of teaching deal with the ways in which a person influences, motivates and facilitates a student to learn. You have to start
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somewhere and I think the authors recognize you need to start with the student to understand how education can work effectively. The alternative, developing teaching methods without establishing and understanding learning processes, would be a tops-down approach that would not create good teaching methods.
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References
Knowles, M., & Holton, E. (2011). The adult learner: The definitive classic in adult education and human resource development (7th ed.). Amsterdam: Elsevier.
Lindeman, E. (1926). The meaning of adult education,. New York: New Republic.
Thorndike, E. (1928). Human learning. New York: The Century.
