Thursday, March 17, 2016

GENERAL LEARNING THEORIES INSIDE NON-FORMAL EDUCATION

Paulo Freire

Freire used “problem-posing” methods to raise awareness of social issues and to stimulate action by
disadvantaged groups. Using a process of problem analysis, reflection, and action, his approach to
education was based on the belief that community members need to be encouraged to think
critically about problems in their daily lives in order to make decisions and take action.






Howard Gardner


Gardner’s work on multiple intelligences has had an enormous impact on the field of education.
Gardner posits at least seven intelligences (musical, spatial, linguistic, logical/mathematical, bodily/
kinesthetic, interpersonal, intrapersonal), and asserts that successful learning experiences should
engage as many of these intelligences as possible.






Malcolm Knowles



Knowles popularized adult learning theory and offered ways to apply it in learning activities. Knowles believed that the needs of adults in education differed a great deal from the needs of children. He popularized the term andragogy, “the art and science of helping adults learn” to draw a sharp distinction between adult learning and pedagogy, the instruction of children. He suggested that
because children had yet to assume responsible, independent roles in society, teachers and parents
tend to make the decisions about what and how they should learn. But because adults have a wealth
of life experience and have already assumed responsible roles, it is important to respect slightly
different principles when engaging in adult education.




David Kolb




Kolb popularized an awareness of learning styles, and created a model that suggests four different

categories of learning—concrete experimentation, reflective observation, abstract conceptualization,
and active experimentation. Kolb created a methodology for incorporating these four categories into every learning experience—the “experiential learning cycle.”





Bernice McCarthy



McCarthy expanded on Kolb’s work and the research on left and right brain processes to create her 4MAT System. McCarthy suggested four learning types: imaginative learners, analytic learners, common sense learners, and dynamic learners. Her 4MAT System is a thoughtful framework for approaching lesson design.

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