Learning theory is rooted in epistemology, a branch of philosophy that investigates the nature, scope and source of knowledge, the human mind, the meaning of knowing [2, 1, 4, 11]. Plato and his student, Aristotle, framed the philosophical debate that laid the foundations that many theoretical interpreters use to classify learning theory today [1, 2]. Plato argued that reason is the source of knowledge. This philosophy became known as Rationalism, which overlaps with current cognitive/gestalt learning theories of learning. Aristotle argued that experience is the source of knowledge; this philosophy became known as Empiricism, which coincides with current behaviorist learning theories.
This section does the following:
- provides a summary of the rationalist foundations of cognitive learning theory and the empirical foundations of behavioral learning theory;
- reviews traditional learning perspectives through behaviorist, cognitivist, humanistic, and constructivist lenses, and;
- summarizes the framework under which interpreters classify traditional learning theory to lay a foundation under which this section will analyze fundamental learning theories that influence modern education practice.
Rationalist foundations of cognitive learning theory
To Plato, knowledge arises through the mind, and pure thought can be acquired through reason. Things in the external world pass through the senses, but people discover the true nature of things by reflecting on them. Reason is the highest mental capacity; people learn abstract ideas and find meaning through reason [2].
Plato’s philosophy became known as Rationalism and is evident in the writings of the French philosopher Rene Descartes. To Descartes, reason acts on information acquired from the world to change the individual. The mind and body are distinct entities, independent and different; but, somehow interacting to change the action and thoughts of the individual.
The bodies of animals and humans are mechanical, driven by biology. However, humans are distinct from animals by their ability to reason. The rational soul is responsible for individual perception, cognition, and subjectivity [12]. The rational soul holds the capacity for thought which regulates the mechanical actions of the body. In contrast, the body acts on the mind by bringing in sensory experience [2].
Rationalism generally overlaps with today’s cognitive learning theories [2], like those proposed by Gestalt psychologists Tolman and Piaget. Cognitive theory views learning as an internal mental process. This includes thinking, memory, knowing, problem-solving; those processes the learner controls for developing capacity and skills [4]. With knowledge defined as symbolic mental constructions, learning becomes a change in the individual’s knowledge.
Rationalism, particularly Descartes’ contributions, also influences the field of neurology [12]. Neurology provides insights into learning that seem to be relegating some theories to the historical dustbins while giving evidence to support others. Using the input, process, output model of the computer, research in cognitive psychology is provides two critical developments. First, a scientific foundation on the structure and function of mental processes that account for human behavior. Second, images of how and where learning occurs in the brain [5].
Empirical foundations of behavioral learning theory
To Aristotle, experience is the source of knowledge; the external world provides the foundation of human learning. The external world becomes the basis for sense impressions, which the mind interprets. The individual discovers the laws of nature through reason as the mind takes in data from the environment [2].
Ideas and the external world interact, with the external world serving as the source of knowledge. Aristotle contributed the concept of associated memory that is prominent in many of today’s learning theories. Recalling an idea triggers other ideas within the experience of the individual. The more an individual associates ideas the more likely recalling one idea will trigger the other [2].
The clean slate
Aristotle’s philosophy became known as Empiricism, which is reflected in the writings of British philosopher John Locke. Locke revolutionized the contemporary view that people were born with inherent skills, notions, and evil [13, 4]. He proposed that an individual is born tabula rasa, a blank tablet upon which the environment and society write what the individual becomes [14]. In other words, children are born neutral with the potential to become anything; what children become depends on how they are nurtured by the environment. The content of the mind originates in the senses. Understanding the mind is a function of breaking ideas into simple units; complex ideas are collections of simple ideas [2].
The behavior
Empiricism tends to overlap with behaviorist learning theories [2], such as those proposed by Watson, Thorndike, and Skinner. Behaviorism views the process of learning to be a behavior change. It holds that the purpose of learning is to produce behavior change that will ensure the survival of the human species [15]. Although behaviorism has lost favor, it still serves a fundamental role in education and human development. For example, the teacher creates an environment that draws out desired behaviors and extinguishes undesired behaviors. Human resource development and military training rely heavily on behaviorist theories to develop and enhance the performance of individuals and groups within the constructs of the organizational mission [4].
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