Abstract
In the article, it is noted that, as of today, sciences that study human learning behavior have spawned a great number of various theoretical approaches each offering its own view on how the learning process takes place, what factors and to what extent affect this process. There is, nevertheless, a consensus among scientists that different people gravitate to their own preferable individual learning styles and that educational process is more effective when teachers adapt their teaching methods and techniques to their students’ individual learning styles. Teachers have difficulty orienting themselves among a vast variety of theories and deciding which type of learning is more appropriate for each specific student or group and which method or type of teaching to use in the work with them. It is suggested that the psychological construct of “worldview” enables teachers to develop a viable approach to establishing the guidelines and criteria for making such a decision. In the article, a brief overview of the existing paradigms and theories as well as of the corresponding types of learning is provided; the conceptual foundations of modern approaches to the study of worldviews are delineated; a worldview approach to systemization of types of learning and their application based on C. Graves’s theory is put forward.
Highlights
SPECIAL FEATURES OF INDIVIDUAL LEARNING SYSTEMS FROM THE WORLDVIEW PERSPECTIVEIt is noted that, as of today, sciences that study human learning behavior have spawned a great number of various theoretical approaches each offering its own view on how the learning process takes place, what factors and to what extent affect this process
Learning is an exceptionally complex type of human life activity
The fact that there are so many views on learning is assuredly a positive and commonsense phenomenon since it reflects the considerable progress in our understanding of learning and points to its complex, multidimensional nature at the current stage of the economic and social development of our globalizing society. It is getting more and more difficult for educators to grasp and appreciate all these numerous scientific achievements and apply them in practice with their students, each of whom has his or her own particular psychological make-up. Are these theories applicable to any student? We argue that what could enable teachers to better orientate themselves in this scientific diversity about learning and appropriate teaching approaches, as well as appreciate the dynamics of the subject-object relationships in an educational situation is the psychological construct of ―worldview‖
Summary
It is noted that, as of today, sciences that study human learning behavior have spawned a great number of various theoretical approaches each offering its own view on how the learning process takes place, what factors and to what extent affect this process. Teachers have difficulty orienting themselves among a vast variety of theories and deciding which type of learning is more appropriate for each specific student or group and which method or type of teaching to use in the work with them. A brief overview of the existing paradigms and theories as well as of the corresponding types of learning is provided; the conceptual foundations of modern approaches to the study of worldviews are delineated; a worldview approach to systemization of types of learning and their application based on C.
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