Educational theorists - How do they work in social care?

 


John Dewey - Experience and education (1938) 

1. Education as Experience: John Dewey argued that education should be an active, engaging experience, rather than a passive absorption of facts and figures. He proposed that the best way to learn is through hands-on activities and problem-solving, which he referred to as “learning by doing.” He argued that the goal of education should be to create well-rounded individuals who are able to think critically and independently and can apply knowledge to real-world situations.

2. Democracy and Education: Dewey argued that the classroom should be a miniature version of a democratic society. He favored cooperative learning, in which students work together to solve problems and teach each other. He argued that this method was more effective than traditional teaching methods and would help foster a tolerant and inclusive society.

3. Pragmatism: Dewey also believed in the concept of pragmatism, which is the idea that knowledge is derived from experience and is best used to solve problems. He argued that education should focus on practical applications of knowledge, rather than simply memorizing facts.

4. Democratic Society: Dewey argued that democracy requires an educated and informed public, and that it is the responsibility of education to prepare people for active citizenship. He argued that education should be available to all, regardless of social class or economic status, in order to create a more equal and just society.

Importance for social care 

John Dewey's theories focus on the power of experience and education in the development of personal growth and social change. The most effective social care and social work using this theory can be based on a holistic approach that emphasizes the importance of context, relationship building, and active learning. He believed learning should be focused on creating meaningful and positive experiences for individuals and communities. Dewey's practical approach can be seen in the emphasis on community-based approaches, family-centered interventions, and collaborative problem-solving strategies. Dewey's theories can also be applied to a variety of social work settings, including those dealing with poverty, mental health, and youth development.

Paulo Freire - Pedagogy of the Oppressed 

1. Problem-Posing Education: Paulo Freire believed that education should be a process of actively engaging with the world around us and challenging assumptions. He proposed a form of education called problem-posing, in which students are encouraged to ask questions, challenge the status quo, and engage in critical dialogue.

2. Dialogue: Freire believed that dialogue was essential for learning and for true understanding. He emphasized that teachers and students should engage in meaningful dialogue that would allow them to explore ideas and debate issues.

3. Critical Thinking: Freire argued that education should allow students to think critically about the world around them and question the assumptions and norms that surround them. He believed that this type of critical thinking was necessary for developing a meaningful relationship with the world.

4. Oppression: Freire was an outspoken critic of oppressive regimes and he argued that education had to be used to resist oppressive forces. He believed that education could be used as a tool to combat inequality, exploitation, and injustice.

5. Conscientization: Freire believed that education should empower people to become conscious of their own oppression and take action to challenge it. He argued that education should lead to a greater understanding of the world and an increased ability to create an environment where students can gain knowledge and understanding through critical thinking and reflection.

6. Problem-Posing Education: Freire believed that education should be a process of problem-posing, where students are encouraged to reflect on their own experiences and to question the world around them. This allows students to gain a more meaningful understanding of the topics they are learning.

7. Critical Consciousness: Freire believed that education should help students develop a critical consciousness, where they can recognize and challenge the oppressive structures of society. This allows students to become active agents in their own liberation.

8. Dialectical Thinking: Freire believed that education should involve dialectical thinking, where students are encouraged to explore different perspectives and to develop an understanding of the world as a complex and multifaceted place.

9. Liberation: Freire believed that education should be a tool for liberation, where students can gain the knowledge and understanding necessary to challenge oppression and to achieve freedom and self-determination.

Importance for social care

Paulo Freire’s theories focus on the importance of using dialogue and critical reflection in order to create meaningful learning experiences. In social care, this theory can be applied by encouraging meaningful conversations between care workers and the people they are working with. Through dialogue and critical reflection, care workers can help to create an environment of mutual respect and understanding, where the individual is able to explore their identity and discover a sense of purpose. This approach can help to create a sense of empowerment and self-efficacy, which are essential for individuals to be able to take control of their lives and take positive steps toward achieving their goals. In social work, Freire’s theories can be used to help those in need to identify their needs and work together with the social worker to find solutions. By engaging in dialogue, social workers can ensure that the individual’s voice is heard and that their autonomy is respected. This can help to foster a sense of trust and collaboration, which can lead to better outcomes for the individual.

Main points of Jerome Bruner's theory of instruction

1. Active Learning: Bruner believed that learning should be an active process, with learners actively engaging with the material and constructing their own understanding. He argued that students should be encouraged to explore, experiment, and ask questions about the material in order to construct their own knowledge.

2. Discovery Learning: Bruner also advocated for a discovery-based approach to instruction. He argued that students should be given the opportunity to discover new concepts and principles on their own, rather than relying solely on direct instruction from the teacher.

3. Scaffolding: Bruner believed that instruction should be structured in a way that scaffolds the learner’s progress. This means that the instructor should provide students with the tools and resources needed to succeed, while gradually releasing responsibility to the student as they demonstrate mastery of the material.

4. Representations: Bruner argued that instruction should be presented using multiple representations, such as words, diagrams, pictures, and physical objects. He argued that by presenting the material in different formats, it can help students better understand and retain the information.

5. Motivation: Bruner maintained that instruction should be motivating and engaging. He argued that the instructor should use strategies such as positive reinforcement, meaningful tasks, and timely feedback to motivate students and help them stay engaged with the material.

Links with social care 

Jerome Bruner's theory of instruction provides an effective framework for social care and social work. It emphasizes the importance of providing learners with an active role in the learning process, which can help to foster motivation, engagement, and autonomy. The theory emphasizes the importance of providing learners with a scaffolded approach to learning, which can help to ensure that they are properly prepared to take on challenges. Finally, Bruner's theory encourages the use of discovery learning and problem-solving activities, which can help to ensure that social care and social work professionals are able to apply their knowledge to real-world situations.

Learning theories

Behaviorism - Ivan Pavlov (1849-1936), Edward Lee Thorndike (1874-1949), John B. Watson (1878-1958), and B.F. Skinner (1904-1990).

As Simply Psychology puts it: "Behaviorism is only concerned with observable stimulus-response behaviors, as they can be studied in a systematic and observable manner." Learning is based on a system of routines that "drill" information into a student’s memory bank, as well as positive feedback from teachers and the educational institution itself. If students do an excellent job, they receive positive reinforcement and are signaled out for recognition. 

    Social care applied: Changing behaviour by developing new, positive behaviors to replace the old         ones. Additionally, to assess a client’s current situation and identify the environmental factors that         may be contributing to it. Through this assessment, create a plan of action to help the client reach          their goals.

Cognitivism -Piaget (eg, stages of cognitive development) and Gagné (eg, conditions of learning). Learning relies on both external factors (like information or data) and the internal thought process. Developed in the 1950s, this theory moves away from behaviorism to focus on the mind’s role in learning. According to the International Bureau of Education: "In cognitive psychology, learning is understood as the acquisition of knowledge: the learner is an information-processor who absorbs information, undertakes cognitive operations on it and stocks it in memory."

    Social care applied: Cognitivism theory can be applied in social care work by encouraging individuals to think critically and develop problem-solving skills. Problem-solving can be encouraged by providing individuals with a supportive environment and the necessary resources to work through their issues. Additionally, social care workers can use this theory to guide their interactions and help individuals think through difficult topics. By providing individuals with the support to think through their issues, social care workers can help them identify effective solutions. This can be done through a variety of techniques, such as providing individuals with cognitive-behavioral therapy, cognitive restructuring, and cognitive-focused activities.

Constructivism - John Dewey (1859-1952), Jean Piaget (1896-1980), Jerome Bruner (1915- ), Lev Vygotsky (1896-1934) , Ernst von Glasersfeld (1917-2010) The learner builds upon his or her previous experience and understanding to "construct" a new understanding. "The passive view of teaching views the learner as ‘an empty vessel’ to be filled with knowledge," explains Simply Psychology, "whereas constructivism states that learners construct meaning only through active engagement with the world (such as experiments or real-world problem solving)."

Social care applied: Constructivism theory can be applied in social care work by helping the clients to understand the importance of their experiences and to make sense of them. The social care worker can use this theory to help the clients develop their own understanding of their experiences, while also providing guidance and support. Constructivism encourages the client to take ownership of their experiences and to be an active participant in their care. By helping the client to understand and make sense of their experiences, the social care worker can help the client to build self-confidence and develop the skills needed to overcome the challenges they face. Through this, the client can become empowered to take control of their life and make positive changes.

Humanism - Abraham Maslow, Carl Rogers, and James F. T. Bugental in the early 1900's A "learner-centric approach" in which the potential is the focus rather than the method or materials. With the understanding that people are inherently good, humanism focuses on creating an environment conducive to self-actualization. In doing so, learners’ needs are met and they are then free to determine their own goals while the teacher assists in meeting those learning goals.

Social care applied - Humanism theory can be applied in social care work by focusing on the individual person and their unique needs. This approach encourages practitioners to provide care that is tailored to the individual's specific needs, values, and beliefs. It also encourages practitioners to be empathetic and understanding in their interactions with clients, as well as to create an environment that is supportive and non-judgmental. Additionally, Humanism theory promotes a focus on the person's strengths and abilities rather than their limitations, and encourages practitioners to work collaboratively with their clients to build a plan for achieving desired outcomes.

Connectivism – Connectivism was first introduced in 2005 by two theorists, George Siemens and Stephen Downes. Informed by the digital age, connectivism departs from constructivism by identifying and remediating gaps in knowledge. Strongly influenced by technology, connectivism focuses on a learner’s ability to frequently source and update accurate information. Knowing how and where to find the best information is as important as the information itself.

Social care applied - Connectivism theory can be applied in social care work by emphasizing the importance of communication, collaboration, and connectivity. It encourages social workers to create networks of resources for their clients, which can include access to other professionals who specialize in certain areas, as well as community organizations and support groups. Connectivism theory can also be used to help social workers understand how their clients interact with each other and the environment. By understanding how their clients interact and sharing this knowledge, social workers can help to foster meaningful connections, relationships, and support, which are all essential elements of successful social care work. Additionally, Connectivism theory can help social workers to better understand the interconnectivity of global issues, such as poverty, climate change, and conflict, and how their clients may be affected by them. This increased understanding can lead to more effective interventions and policies in social care work.

Transformative learning theory - Jack Mezirow Transformative learning is one theory of learning, and particularly focuses on adult education and young adult learning. Transformative learning is sometimes called transformation learning, and focuses on the idea that learners can adjust their thinking based on new information. This theory is particularly relevant to adult learners. It posits that new information can essentially change our worldviews when our life experience and knowledge are paired with critical reflection.

Social care applied - Transformative learning can be applied in social care work by encouraging clients to reflect on their experiences, consider how these experiences have shaped their beliefs, and develop new perspectives on their current situation. This could involve providing clients with opportunities to discuss their feelings, helping them identify areas of growth and development, and providing strategies for self-reflection and personal growth. Practitioners can also use transformative learning approaches to help clients confront and process difficult emotions, develop their self-awareness and problem-solving skills, and learn how to create meaningful connections with others. Additionally, practitioners can use transformative learning to help clients develop a sense of control and autonomy over their lives and to foster resilience and hope.

Social learning theory - Psychologist Albert Bandura developed the social learning theory open-in-new as an alternative to the earlier work of fellow psychologist B.F. Skinner, is known for his influence on behaviorism. Social learning theory suggests that social behavior is learned by observing and imitating the behavior of others. Psychologist Albert Bandura developed the social learning theory open_in_new as an alternative to the earlier work of fellow psychologist B.F. Skinner is known for his influence on behaviorism. This theory incorporates some of the tacit tenets of peer pressure. Specifically, students observe other students and model their own behavior accordingly. Sometimes it’s to emulate peers; other times it’s to distinguish themselves from peers. Harnessing the power of this theory involves getting students’ attention, focusing on how students can retain information, identifying when it’s appropriate to reproduce a previous behavior, and determining students’ motivation.

Social care applied - Social learning theory suggests that behavior is learned through observation and imitation of others. In social care work, this theory can be applied by using role models to demonstrate positive behaviors and attitudes. For example, this could involve working with clients to observe and imitate the positive behaviors of a successful peer (group work) or working with a client to practice positive behaviors in a safe environment. Role-playing, positive reinforcement, and positive reinforcement techniques can also be used to encourage the development of appropriate behaviors.

Experiential learning theory - David Kolb - Learning by doing. This is the basis for the experiential learning theory. Experiential learning focuses on the idea that the best way to learn things is by actually having experiences. Those experiences then stick out in your mind and help you retain information and remember facts. There are plenty of clichés and parables about teaching someone something by doing it, although it wasn’t until the early 1980s that it became an official learning theory. This approach emphasizes both learning about something and experiencing it so that learners can apply knowledge in real-world situations.

Social care applied - Experiential learning theory can be applied in social care work by providing service users with opportunities to learn through hands-on experience and practice. For example, service users can take part in activities such as role-playing, problem-solving, or working in a team to solve a case. This type of learning allows people to develop their problem-solving skills and provides a practical way to learn. Additionally, experiential learning can be used to help people develop their communication, leadership, and organizational skills.

AI-generated and from https://www.phoenix.edu/blog/educational-learning-theories.html