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Cinderella and the four learning theories.

D Dignam

    Nursing Praxis in New Zealand Inc
    |November 1, 1992
    PubMed
    Summary
    This summary is machine-generated.

    This study examines core assumptions in behaviorist, cognitive, humanist, and critical learning theories. Using the Cinderella story metaphor, it aims to stimulate discussion on diverse teaching and learning approaches.

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    Area of Science:

    • Education
    • Learning Theories
    • Philosophy of Education

    Background:

    • Understanding the foundational assumptions of various learning theories is crucial for effective pedagogy.
    • Behaviorist, cognitive, humanist, and critical theories offer distinct perspectives on how individuals learn and knowledge is constructed.

    Purpose of the Study:

    • To explore and expose the underlying assumptions of four major learning theories: behaviorist, cognitive, humanist, and critical.
    • To utilize a metaphorical approach, specifically the Cinderella story, to illustrate these theoretical assumptions.
    • To encourage deeper consideration and dialogue regarding these diverse educational philosophies.

    Main Methods:

    • Conceptual analysis of four prominent learning theories.
    • Application of metaphorical interpretation using the Cinderella story to represent theoretical assumptions.

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  • Qualitative exploration of pedagogical underpinnings.

    • Main Results:

    • The Cinderella story metaphor effectively highlights the distinct assumptions of behaviorist (external control), cognitive (internal processing), humanist (self-actualization), and critical (sociopolitical context) learning theories.
    • Reveals how differing assumptions influence approaches to teaching and knowledge construction.
    • Identifies potential areas for cross-theoretical understanding and application.

    Conclusions:

    • The metaphorical analysis provides a novel lens for understanding complex learning theories.
    • Recognizing and discussing these underlying assumptions can enhance teaching practices and curriculum design.
    • Further exploration into metaphorical applications can foster innovative pedagogical strategies.