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“ TEACHING - LEARNING PROCESS : CHARACTERISTIC ANDLIMITATION OF BEHAVIOURIST , COGNITIVIST ANDHUMANISTIC APPROACH TO LEARNING ”TEACHING LEARNING PROCESSIntroductionWe are passing through a great transition. The old is becoming obsolete and new is still in the processof emergence. The old ways of learning & teaching is found to be too rigid & too out-dated. A greater opportunity of psychological principle is being truly demanded. It has been urged that the training of the young requires on the part of teacher a deep psychological knowledge.Teaching-learning process is the heart of education. On it depends the fulfillment of the aims &objectivesof education. It is the most powerful instrument of education to bring about desired changes in thestudents.Teaching learning are related terms. In teaching - learning process, the teacher, the learner, thecurriculum& other variables are organized in a systematic way to attain some pre-determined goalLet us first understand in short about learning, teaching and then teaching-learning relation.Learning can be defined as the relatively permanent change in an individual's behavior or behavior potential (or capability) as a result of experience or practice (i.e., an internal change inferred from overt behavior). This can be compared with the other primary process producing relatively permanentchange--maturation--that results from biological growth and development. Therefore, when we see a relatively permanent change in others, or ourselves we know that the primary cause was either maturation(biology) or learning (experience). As educators, there is nothing we can do to alter an individual’s biology; the only influence open to use is to provide an opportunity for students to engage inexperiences that will lead to relatively permanent change.Teaching then, can be thought of as the purposeful direction and management of the learning process. Notethat teaching is not giving knowledge or skills to students; teaching is the process of providingopportunities for students to produce relatively permanent change through the engagement inexperiences provided by the teacher.Definition of learning given by various psychologists:ãDaniel Bell- Learning is modification due to energies of organism and environment impinging onthe organism itself.ãGates- Learning is modification of behaviour through experience.ãCrow – Crow- Learning involves the acquisition of habits, knowledge and attitude.ãRuch- Learning is a process, which bring about changes in the individual way of responding as aresult of contact with aspects of environment. ãSkinner – Learning as acquisition and retention.ãEncyclopedia of Education Research- Learning refers to growth of interest, knowledge and skillsand to transfer these to new situation.Definition of teaching given by various psychologists:ãH.C. Morrison – Teaching is an intimate contact between a more mature personality ans a lessmature one which is designed to further the education of the latter.ãJ. Brubacher – Teaching is an arrangement and manipulation of a situation in which there are gapsand obstructions, which an individual will seek to overcome and from in which he will learn in thecourse of doing so.ãB.O. Smith – Teaching is a system of actions involving an agent, an end in view, and a situationincluding two sets of factors – those over which the agent has no control (class size, size of classroom, physical characteristics of pupil etc.) and those that he can modify (way of asking questions or ideasgleaned.)ãEdmund Amidon – Teaching is defined as an interactive process, primarily involving classroomtalk, which takes place between teacher and pupil and occurs during certain definable activities.ãT.F. Greens – Teaching is a task of a teacher, which is performed for the development of a child.Essential aspects of the teaching-learning processIt is informative to examine the ideal teaching-learning process, as proposed by Diana Laurillard(Laurillard,1993; Laurillard, 1994). She argues that there are four aspects of the teaching-learning process:(a) Discussion - between the teacher and learner.(b) Interaction - between the learner and some aspect of the world defined by the teacher.(c) Adaptation - of the world by the teacher and action by the learner.(d) Reflection -on the learner's performance by both teacher and learner.She then considers how different educational media and styles can be described in these terms. For example, a text book represents a one-way flow of knowledge from the teacher's conceptual knowledgeto the student's conceptual knowledge. A lecture or tutorial may be seen the same way, but there is a possibility of meaningful discussion between teacher and learner.DiscussionReflection onAdaptation of Adaptation of Reflection onStudent WorldActionInteractionInteractionFigure : Essential aspects of the ideal teaching-learning processTEACHING PROCESSApproaches, Attitudes,Behaviour, Materials, Modes of LearningTeacher’s ConceptualKnowledgeStudent’s ConceptualKnowledgeTeacher’s ConstructedWorldStudent ExperimentalKnowledgeFigure: Teaching - Learning EnvironmentAccording toBurton in the figure above1) Teaching can become effective only by relating it to process of learning.2) Teaching objective cannot be realized without being related to learning situation.3) We may create and use teaching aids to create some appropriate learning situation.4) The strategies and devices of teaching may be selected in such a manner that the optimal objectivesof learning are achieved5) To understand principles, goals, objectives of education in right perspective.6) Appropriate learning situation condition may be created for congenial and effective teaching.Lets take a short glimpse of the Approaches to Learning Theories :TEACHING LEARNINGENVIRONMENTLEARNING OUTCOMESCOURSE DESIGNContent, Organization, Aims &Expectation, Teaching andLearning MethodsINPUT FACTORSStudent characteristicsTeacher characteristicsInstitutional characteristicsAnd CultureLEARNING CLIMATE Psychosocial EnvironmentPhysical EnvironmentSTUDENT APPROACH TOLEARNINGASSESSMENT & EVALUATIONAproaches, Practices, PurposesAnd Foci AspectBehaviouristCognitivistHumanistLearning theoristsThorndike, Pavlov,Watson, Guthrie, Hull,Tolman, Skinner Koffka, Kohler,Lewin, Piaget,Ausubel,Bruner , GagneMaslow,Ro g er s View of the learning processChange in behaviour Internal mental process(including insight, information processing, memory, perceptionA personal act to fulfil potential.Locus of learningStimuli in externalenvironmentInternal cognitive structuringAffective and cognitiveneedsPurpose in educationProduce behaviouralchange in desireddirectionDevelop capacity and skills tolearn better Become self-actualized,autonomousEducator's role
