Throughout The Past Several Decades The Understanding Of How We Learn
Throughout the past several decades, the understanding of how we learn has been defined and redefined. For the discussion please include the following: Evaluate and discuss the applicability of social learning theory and Bloom’s taxonomy to the concepts of how we learn. Analyze how social learning theory and Bloom’s taxonomy incorporate cognitivism and constructivism into their frameworks. Demonstrate an understanding of social learning theory and Bloom’s taxonomy may have contributed to the focus on the more recent theories of emotional intelligence, metacognition, and motivation (i.e., self-determination).
This may be opinion, but please support your ideas with your experiences or current understanding.
Go to the Ashford University Library and research three scholarly articles pertaining to the historical relevance of one of the following: emotional intelligence, Self-determination Theory, or metacognition.. Address the following questions about what you discovered during your research: What historical trends do you notice in the literature about your assigned subject? Does there appear to be any event or series of events (such as research findings) that helped to promote this area of variable within learning psychology? Evaluate your learning style and share an example of how a better understanding of this theory might be applied to explain your learning behavior(s) in a real-life situation at school, work, or home.
Paper For Above instruction
The evolution of learning theories over the past several decades reflects an increasing complexity in understanding how humans acquire, process, and apply knowledge. Among these theories, social learning theory and Bloom’s taxonomy serve as foundational frameworks that incorporate core psychological principles such as cognitivism and constructivism, shaping modern educational practices and research into emotional intelligence, metacognition, and motivation.
Social learning theory, introduced by Albert Bandura in the 1960s, emphasizes the importance of observational learning, imitation, and modeling in acquiring new behaviors and knowledge. Unlike traditional behaviorism, which focused solely on observable behaviors and reinforcement, social learning theory integrates cognitive processes, acknowledging that individuals learn not only through direct experience but also by observing others. Bandura’s concept of self-efficacy, or belief in one’s ability to succeed, further highlights the psychological dimensions that influence motivation and learning. This theory aligns with constructivist principles, suggesting that learners actively construct knowledge through social interactions and observation.
Bloom’s taxonomy, developed by Benjamin Bloom and colleagues in 1956, categorizes cognitive skills into hierarchical levels from basic recall of facts to higher-order thinking skills such as analysis, synthesis, and evaluation. This taxonomy provides a structured framework for designing educational objectives, assessments, and learning activities. Bloom’s model inherently incorporates cognitivism—focusing on internal mental processes such as understanding, reasoning, and problem-solving—by emphasizing different levels of cognitive complexity. It also encourages active engagement of learners in constructing knowledge as they progress through these levels, thus aligning with constructivist principles.
Both social learning theory and Bloom’s taxonomy have significantly contributed to the development of contemporary educational paradigms, emphasizing the importance of cognitive processes and active participation in learning. Moreover, these frameworks have paved the way for exploring affective and motivational constructs such as emotional intelligence and metacognition. Emotional intelligence, popularized by Daniel Goleman, pertains to the ability to recognize, understand, and manage one’s own emotions and those of others, impacting motivation, empathy, and social skills. The integration of social-emotional aspects into learning reflects a broader understanding that cognition does not operate in isolation but is intertwined with affective states.
Similarly, metacognition—the awareness and regulation of one’s own thinking—builds upon the notions of active cognition and self-regulation that are embedded within Bloom’s higher cognitive levels. Both social learning and Bloom’s taxonomy have shed light on how motivation, self-awareness, and emotional factors influence learning outcomes. For example, a learner’s ability to monitor and adjust their thinking (metacognition) enhances critical thinking and problem-solving, while social models and observational learning foster the development of emotional and social skills essential for collaborative learning.
Research articles within the Ashford University Library examining emotional intelligence, self-determination theory, and metacognition reveal distinct historical trends. For instance, studies on emotional intelligence gained prominence in the 1990s following Goleman’s influential book (Goleman, 1995), which shifted focus from purely cognitive intelligence to emotional competencies. This shift was influenced by research demonstrating that emotional skills significantly predict success in personal and professional domains, prompting the integration of emotional intelligence into school curricula and workplace training (Mayer et al., 2004).
In the case of self-determination theory (SDT), developed by Edward Deci and Richard Ryan in the 1980s,
historical trends show an increasing interest in intrinsic motivation and autonomous regulation. Deci and Ryan’s research revealed that fulfilling basic psychological needs—competence, relatedness, and autonomy—fosters comprehensive engagement and well-being (Deci & Ryan, 2000). The theory’s relevance expanded with empirical support linking SDT to educational achievement, workplace productivity, and health behaviors, emphasizing its role in fostering self-motivation and perseverance (Ryan & Deci, 2017).
Metacognition’s historical development is intertwined with cognitive psychology’s evolution, with key research emerging from the 1970s onward. Scholars like Flavell and Brown contributed to understanding how learners’ awareness of their thinking processes impacts comprehension and problem-solving. The increase in studies examining metacognitive strategies corresponded with the rise of constructivist approaches, emphasizing learners’ active engagement with their cognition (Veenman et al., 2006). The field continues to evolve, with a focus on teaching students self-regulation skills to improve academic performance and lifelong learning.
Evaluating my personal learning style, I recognize that I am a reflective learner who benefits from deliberate analysis and self-assessment of my understanding. Applying a deeper understanding of metacognition can significantly enhance my learning experiences. For example, by consciously monitoring my comprehension during complex tasks, I can adjust my study strategies and seek clarification when necessary. Recognizing how my self-awareness influences motivation, I can set realistic goals aligned with my intrinsic interests, leveraging self-determination principles to sustain engagement and perseverance in challenging academic or professional endeavors.
In conclusion, social learning theory and Bloom’s taxonomy have laid essential groundwork for understanding cognitive and social aspects of learning, integrating core principles like cognitivism and constructivism. These frameworks have also been instrumental in the recognition of emotional intelligence and metacognition as vital components of effective learning. Historical trends in the research reflect a move toward holistic approaches that consider emotional, motivational, and cognitive factors, ultimately enriching educational practices and personal growth.
References
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
Flavell, J. H. (1977). Cognitive development: Children's knowledge about their own knowledge. Perspectives on Cognitive Development, 1, 34-66.
Goleman, D. (1995). Emotional intelligence. Bantam Books.
Mayer, J. D., Salovey, P., & Caruso, D. R. (2004). Emotional intelligence: Theory, findings, and implications. Psychological Inquiry, 15(3), 197-215.
Veenman, M. V. J., Van Hout-Wolters, B., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1(1), 3-14.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.
Bandura, A. (1977). Social learning theory. Prentice-Hall.
Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. David McKay Company.
Kirkpatrick, D. (2009). Evaluating training programs: The four levels. Berrett-Koehler Publishers.
Schunk, D. H., & DiBartolo, M. C. (2016). Motivation in education: Theory, research, and practice. Pearson.