Solomon, David L. (2000). Philosophy and the Learning Ecology: The Meaning of Learning Project . Learning Development Institute. Presidential Session at AECT Denver October 25-28, 2000. Downloaded on 1 March from http://www.learndev.org/dl/DenverSolomon.PDF
Introduction:
In 2000 the Learning Development Institution embarked on their Meaning of Learning (MOL) project to explore “the interconnections between, the synergy among, and the complementarity of views represented in the existing dispersed areas of inquiry and practice”. MOL functioned as a community of scholars and practitioners, who collaborated on, and contributed to, the social construction of the meaning of learning. Interaction within this community was facilitated through a web-based learning environment in addition to face-to-face encounters. Further information on this project may be found at http://www.learndev.org/MoL.html
Summary
Solomon provides definitions of philosophy and learning and a summary of phenomenology as a theory of knowledge and as a method of inquiry. The paper explores the meaning of learning by drawing connections between philosophical inquiry and the learning ecology; it offers a philosophical theory of knowledge ; it suggests confluent education as a model for learning beyond traditional instructional context and it suggests implications for educators.
Philosophy involves
- questioning one’s own point of view as well as others
- searching for defined and defensible values
- clarifying one’s beliefs and attitudes
- formulating a framework for making decisions and acting on decisions
A philosophical approach is necessary because
- as an academic discipline it provides a foundation for theory
- philosophical inquiry challenges instructional technologists to think critically about the best ways to facilitate learning
- enables action in accordance with insights when the personal philosophies are clear
Solomon frames his discussion of the meaning of learning on a theory of knowledge based on the assumption that knowledge acquisition is a dimension of learning. In terms of phenomenology, knowledge becomes rooted in perceptual experiences and it becomes meaningful through reflection. As a method of inquiry phenomenology posits that through eidetic reduction, attention is shifted from perceptual experiences to abstract properties bringing direct knowledge to the surface and allowing connections to be made; “thus revealing universal truths”. Solomon uses this reasoning as motivation for embracing the confluent education metaphor (the ‘flowing together” of the cognitive and affective domains) which integrates various dimensions of learning and which he suggests can become a model for a wider meaning of learning which allows us to experience our own perceptions with the understanding that they are not arbitrary but grounded in a knowable universe.
Learning occurs through reflection upon experiences that are unique to a given discipline; presenting multiple perspectives within a discipline enhances learning. In the learning ecology, a change in one part affects all others, so distinct parts of the learning ecology can be influenced to produce a wider meaning of learning.
Key terms and ideas mentioned in relation to learning: immersion in discipline-based inquiry, situated learning , cognitive apprenticeship, authentic environments, reflective practice; interdisciplinary learning; construction of knowledge
Discussion
Solomon presents learning as experience and reflection. Although active reflection is referred to, there is no reference to the action of application that would embed the reflective experience and bring about longer lasting change. While Solomon’s presentation of learning reflects Pratt’s (1998, p. 47) reference to the developmental perspective of learning as being the change in the quality of one’s thinking, he does not articulate the concept of adaptation (Kolb, 1984) as a characteristic of learning. As educators, can we philosophically be “satisfied” that learning has occurred on “reflection”? What is the evidence of reflection? Furthermore, if, considering the interaction of learning ecology and learning experience, learner’s experiences differ – how then can the educator be assured that the correct learning has transpired? Based on this thinking, to what extent then, should a philosophy of learning include some aspect of recognition of the effectiveness and even the “correctness” of the learning?
Solomon’s understanding of learning reflects the developmental, experiential and nurturing approaches to learning. In his suggestions (not summarised above) he recommends metacognitive activities and meditation on the nature of knowledge. There does however seem to be an assumption that the learner automatically wants to learn. While a wide meaning of learning is given here, I miss something about self-regulated learning that encourages the continued cycle of learning.
References:
Pratt, D. $ Associates. (1998). Alternative frames of understanding. Five perspectives on teaching in adult and higher education (pp35-53). Malabar, FL: Kreiger.
Kolb, D. (1984). Experiential learning. Englewood cliffs, NJ: Prentice-Hall.
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