Learn over theory

Abstract

Purpose

To explain the processes involved in rewriting one’s way of understanding phenomenon.

Design/methodology/approach

A model for characterizing cognitive conceptions of learning and unlearning is described through a historical, current, and forward thinking approach to understanding content. Ideas for the reorganization of information are proposed alongside application-oriented means of implementing learn over theory in classrooms.

Findings

For cognitive development to ensue, we must capitalize on students’ existing knowledge and ways of knowing the world through chance plus selection, piggy-backing, affective boosting/field facilitation, imitation, learning support systems, bias, LC learning, use of spare mental capacity, and the need for coherent self-concept.

Practical implications

Through effective facilitation of their learning, students can hone their skills, recognize their efforts toward their successes, write and rewrite their existing schematic frameworks, develop and maintain positive self-concepts, and advance their systems for understanding their worlds and how to progress to subsequent levels of attainment independently.

Citation

(2014), "Learn over theory", Theoretical Models of Learning and Literacy Development (Literacy Research, Practice and Evaluation, Vol. 4), Emerald Group Publishing Limited, Leeds, pp. 219-244. https://doi.org/10.1108/S2048-045820140000004008