Different human perceptions and future of learning

The technological advancements transform our society at such a rapid pace, that it is difficult to foresee what kind of knowledge and skills the future adults need. It seems clear, however, that teaching and learning needs to adapt to fulfill those (yet unknown needs). According to Linturi (2014), this means that teaching and learning will be personalized, and it will be more focused on teaching skills than transferring knowledge. The responsibility of learning will be transferred from the teacher to the learner. Since society is more and more socially constructed it is essential to learn co-operation and working in groups. 

When considering these changes in the light of different human perceptions we notice that there are some challenges to consider (in red color in the figures above and below). There is no big change in the light of human perceptions on whether the students are taught skills or knowledge. The present system is easy to apply (Behavioristic, Freudian, Kognitive). From the Postmodern perspective, this seems is a preferable change, because the reality is constructed by a person’s history and understanding of language (the meaning of words, narratives, etc). Therefore, everyone has their idea of what is meaningful and shared idea of knowledge is problematic. The critical aspect is laid by the Humanisticidea that humans are good by nature and if they do something bad (immoral) it is because they lack knowledge of what is right and wrong and understanding of the consequences of their actions. Therefore, it would be essential to teach knowledge also.

Learning rather in groups in co-operation with others seems to be rather unproblematic change. Humanistic idea is to teach students to be good citizens and this happens pretty well in co-operation. This is very close to the Sociocultural and Postmodern vision that people learn from each other as they reflect on how others think. It seems to be in the core of Marxist human perception; since we are nothing unless we are part of society, it would make perfect sense to learn as groups or “small societies” also. The critical voice is heard of the Existentialists who think that the only reality that really matters is within a person. There is no need for co-operation since the ideas of others do not matter. 

When learning is personalized and responsibility for learning is transferred from teachers to learners there are more aspects to consider. According to Biological human perception, this is only good, since biology determines a lot of what and how we can learn. As discussed above the Existentialists would be delighted, if the only reality that matters is within a person, personalizing is a good thing. Everybody gets to develop their own reality. The Postmodernists would argue that the responsibility has always been on the learner since everybody constructs their own linguistic and historical reality. However, there are critical aspects to consider. Behaviorists would like to point out that we need to pay attention to reward systems. When we give up the present systems with rewarding students with good grades and move to a system where everybody has their own plan, the comparisons are not possible anymore. Therefore, there a need to find inner rewards from learning. Essentialists seem quite pessimistic about learning as a concept since they think that human nature is rather constant and incapable of changing. This same problem applies as well in the present system. No doubt, that the Marxists would worry about personalizing education would lead to greater differences between individuals and social classes. Freudians might be concerned about students having the responsibility for their own learning since a great part of human behavior is guided by the subconscious desires and needs. It would be safer if society as a whole would set the standards of learning. 

Notice this: These ideas of how different human perceptions relate to possible changes in education are solely based on my reasoning. 

References:  

Linturi, Hannu (2014): ”Uusintavasta uudistavaan oppimiseen”, Futura 3/2014, s. 3-6
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