Post #2: Theories

1. Epistemology (the study of what and how we come to know) is discussed in multiple chapters in this section. Distinguish epistemology from instructional methods or theories. What are the differences between theories, methods, or models of learning and epistemologies or underlying beliefs about ways of knowing?

To begin, I must say that this was the very first time for me to hear the term epistemology or the theory of knowledge. I find the concept of epistemology very complex, yet interesting.  It questions what knowledge is and how it can be acquired. 

In my opinion, the main differences between epistemology and theories, methods or models of learning is simple- the learner and how they actually gain the knowledge. For example- We all know that 2+2=4, right? This is known from using common knowledge. We can also learn that from direct experience simply by finding the answer through problem solving methods of math that we learned. 

When using theories, instructional methods and models we are essential using ideas from common knowledge and direct experiences.  These methods are used to develop the learning process of our students and should be consistently changing to meet the needs of our students. Below is a picture of what I believe epistemology looks like. 

2. Chapters in this section present two contrasting epistemic stances: positivist and relativist. However, a third stance, the contextualist or hermeneutical, is also widely recognized. This stance falls somewhere between the strictly objectivist/positivist beliefs about knowing and the purely subjectivist/relativist stance. While designers and educators with a positivist stance generally apply behaviorist principles to the design and development of instruction, those with either a contextualist or relativist epistemological framework employ constructivist theories and methods. However, relativists ascribe to radical constructivist approaches, while contextualists draw upon social constructivist theories and models. Based on what you’ve read about positivist and relativist epistemologies, as well as behaviorist and constructivist approaches, try to more fully describe a contextualist epistemology. How might it differ from either a relativist or positivist stance, and how might social constructivism differ from either behaviorist or radical constructivist approached to learning and instruction?

To begin, I will define various stances of this philosophy: (so here goes nothing...)

Positivist epistemology- knowledge is derived from logic and is there is evidence to back up the information 

relativist epistemology- knowledge is constructed by the learner and is relative to the standards and truth is based on the text

Contextualist epistemology- provides knowledge to skeptical arguments and utilizes evidence from logic and standards based on truth 

Click here for link for an article that I found useful.  

3. Differing epistemic stances lead to differing approaches to learning and instruction, and ultimately to problem-solving. Explain differences in problem-solving when approached from behaviorist and constructivist perspectives. How do the approaches differ in both the nature of the problem to be solved and in facilitating the problem solving process? Finally, what effect might these differences have on learner motivation?

Motivation is the key to a successful anything. Let's face it- If you strive to be a bum, you must be motivated to not work hard and live your life accordingly. I believe that the most effect approach for effective problem solving and instruction is constructivist. This method allows the learner to utilize knowledge used from previous experiences for future ones. Who doesn't enjoy taking Pre-Cal in order to enroll in Calculus <side eye>  When using the behaviorist method, the learner becomes accustomed to the receiving a certain type of  feedback. Is Little Johnny only doing his homework to receive a grade? What will happen is his next teacher does not offer this same type of positive reinforcement? Unlike a behaviorist approach, constructivist allows the learner to learn by making their own knowledge Through this they are able to discover, discuss, appreciate, and verbalize the new knowledge..