Key Questions:
Well, after a semester of reading and drafting and thinking its come to this... for now.
How is motivation linked to the
acquisition and application of knowledge? What roles does motivation play in
the resources used by an individual? Is there a particular
classroom/teaching/learning environment that best promotes the motivation needed
to grow self-regulated learning outside of a structured environment?
Introduction
The classroom
structure that I grew up with, likely seen in many public classrooms across the
US, was one of clear boundaries. The students had clusters of desks all facing
each other towards the center of the room with the teachers desk off to the
side (some years it would be in the front and some it would be in the back of
the classroom but always separated from the students). This arrangement made it
easier to have student shift their attention to the teacher, by making it
physically more difficult for students to not pay attention. Off to the side of
the board would be the daily schedule, which typically followed a pattern
depending on the day of the week. During a particular subject, the teacher
would have a habitual method of teaching, for example history was frequently
taught by having us pull out our books and reading the books. Then we would
talk among our table or a small group and discuss what we had read in the book,
trying to answer guideline questions that the entire class had. For math we
would see examples up on the overhead or chalkboard and then get assigned a
certain number of problems from the book for homework (every night until I came
to college I had math homework). For english
we would always have some worksheets to fill out answering questions about
books that we had just read (sometimes they were short stories, sometimes
novels or poetry).
The mind needs
organization and has been known to create it where the organization may not
have previously existed (Dunne, 2012). For example people have been looking at
the stars for millions of years, and they keep seeing or finding patterns in
the random assortment of dots and their movements, like the big dipper or even
the sun. It’s hypothesized that this skill came in handy way back into our
ancestors past by helping ancestors to make associations between events and
reactions as well as seeing things that just didn’t belong (Benziger, 1996).
Today we use this part of our brain to read text and see symmetry in faces
(perhaps why some appear more attractive to us) (Betran, unknown). The
classroom setting previously described capitalizes on the ability of the human
mind to appreciate patterns, but is not the only type of environment that is
need for intellectual growth in the future.
In school we are
told to excel, in sports we are told to push ourselves to our limits. We are
told to take chances and step outside our comfort zone, that’s where we will really learn (Vygotsky, ). If these
statements are true why are we learning in classrooms with so little changing
during the lesson? Classrooms structured with more inherent, organic change in
the future may lead to a deeper understanding in the students. The human mind
is naturally motivated to find patterns in the world around it, so perhaps for
us to learn to the greatest extent of our ability we should learn about the
world in a situation that aids us in seeing patterns but has such a variance as
to keep us “on our toes” mentally.
The more our
surroundings change the more chance that cognitive dissonance will occur. The
brain will naturally work to find a way to resolve this cognitive dissonance,
providing an opportunity for some, like a teacher, to step in and offer a proper
schema, or way of organizing patterns of thought (Bernstein). This would
hopefully be a way of teaching that is closer to that which the brain has
evolved under, a more natural learning environment.
One could hardly
expect school systems to revolutionize their programs quickly. It also would
seem important to discover what it is in classrooms and in people that keeps
them searching for these patterns, and for more knowledge. Therefore, this
research asks: How is motivation linked to the acquisition and application of
knowledge? What role does motivation play in the resources used by an
individual? Is there a particular classroom, teaching, learning environment
that best promotes the motivation need to grow self-regulated learning outside
of a structured environment?
The
only thing that interferes with my learning is my education.
-Albert Einstein
-Albert Einstein
Literature Review
When observing education, many researchers will need
to acknowledge any preconceived notions they have about the process due to an
enculturation in western methods they have experience through their education
experience (Wilson, 1977). Before you set out on the task of “observing” and
“documenting” learning, first a thorough understanding of what is being
researched should be understood. To define learning, consider some implications
or assumptions. Firstly what is intelligence? For the purpose of this study someone
is intelligent if they have a possession of knowledge and the ability to
efficiently use that knowledge to reason about the world and the ability to use
that reasoning adaptively in different environments, simply put the ability to
overcome challenges that present themselves in their environment (Bernstein,
2010).
Some
individuals learn this through education, but what is education? What does it
mean to be educated? For this study the term education is making use of the
cultural narrative to manipulate the environment, thus enhancing one’s ability
to overcome challenges. In this sense, one would be educated if he is a farmer
who understands the growth of his crops and the impact different environmental
factors may have on it. Farmers need to rely on their observations of previous
growing conditions in their surrounding area, they need to be able to “read”
the plants and determine if they need water or food. Farmers can create ditches
going through their fields or tile the field to overcome an abundance of rain.
They can place sprinklers in their fields if there hasn’t been enough rain. All
are different aspects of them showing an ability to overcome challenges in the
environment enhanced by their use of the cultural resources around them (technology
in many cases). They would be educated if they used internet access to read up
on articles about increasing production or quality of crop (assuming internet
access). They would also be educated if they began talking with other
farmers in the surrounding area about their
growing methods.
farmers in the surrounding area about their
growing methods.
The
definitions of intelligence and education call on the use
of analytical
skills and a certain amount of interpersonal
communication by the individual. Like sports
would not be
present without athletes and the physical
motion unique to
each game, so to
education does not exist without the learners
and those learning. So, what is learning and
who are the learners?
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Some anthropologists have come to view learners
“as mentally and physically active seekers of knowledge and skill” (Zimmerman,
2010). Modern western society has created school systems, internships, etc to
further the knowledge certain individuals have, but is this too closed off a
look at learning and education for a “truthful” interpretation of what is going
on. Jean Lave and Etienne Wenger, the authors of Reflections on Situated Learning Legitimate Peripheral Participation,
claim that “learning is a process that takes place in a participation
framework, not in an individual’s mind.” (Lave & Wengner, 1994) Imagine,
your mind is completely depending on
the people that you surround yourself with. It’s a rather frightening concept.
Another scary concept, and it would seem
to me one not talked about enough, is that of the changing brain. The concept
generally held by our society is that once you reach a certain age your brain
stops changing, but new research is finding out that it doesn’t stop. It may
slow down but your brain is changing in response to your environment as mode of
survival (Carr, 2010). Why isn’t anyone warning us of this when we do things
like watch TV or use the computer? Consider if you pull through most fast food
joints and get a cup of coffee there will be a warning on the side of the cup
“caution: Hot fluids”, there’s no warning on the side of your computer “mind
altering device, limited time advised”. Why is that? The more important question is: is this
changing a bad thing?
The environment we surround ourselves with, including
the technology that is a part of that environment, is in some ways an attempt
to homogenize the way we learn. Then the prevalence of new technology in
everyday life can be used to the advantage of humanity, to further our learning
in a classroom setting. Chan, a professor at the Graduate Institute of Network
Learning Technology of the National Central University in Taoyuan Taiwan,
proposed a few “conjectures”. Firstly that a “digital classroom wave- is
imminent” (essentially that technology is constantly improving an invading
other aspects of our lives thus has to intersect the education sphere at some
point, as shown in the image to the right). The next conjecture was that
“classrooms undergo radical change over the next 20 years” (for this Chen held
his own small experiment on a classroom to create an ‘individualized’ classroom
setting). One conjecture was “individualization will be increasingly
emphasized”, for this change in classrooms to occur Chen suggested that “teachers
(would) increasingly (become) Mentors”. The final conjecture I will mention
though Chen goes on state a few more, is that these new classrooms would solve
the age old “all-up-to” and “mobility” problems.
The “all-up-to” problem is that the
education system pushes all students
to reach up to the same standard.
Think of an industrial packaging line, packing all the minds of students with
the same information and expecting to get a uniform result of educated people
out (Robinson, 2011). Industrialization has had a worldwide impact, so it would
make sense that its influence on education has been worldwide and that in itself
seems rather odd. In countries such as America where individualization is said
to be highly prized and encouraged, the school systems don’t yet show this
value.
There
is the idea among some education researchers that “institutions are responsible
for the indoctrination of the young and
that they aren’t doing it effectively” (Chomsky, 2012). Financially most
students of today face rising debt due to the cost of university education. The
debt is created in such a way that students once they have gone through this
process of indoctrination are from their limited monetary resources that they
are trapped into conformity (Chomsky, 2012).
During the enlightenment era learning
was viewed as harnessing the quest for knowledge but during the preceding eras
in education more of an emphasis had been placed on the rote memorization of
facts rather than the quest to acquire them. The Enlightenment era shifted
emphasis onto the methods and the ability to question doctrine, authority, and work
with others, not simply on the conformity and rote memorization that most
standardized education now contains (Knowledge, ). This is important now
because of the developing belief in American and world culture that the process
is more important than simply the end. However this does not mean the end has
no importance.
In today’s world, the ability to
cultivate knowledge is imperative because it means an individual can function
on their own and create new ideas.
This is especially important because of the access to the internet that many of
today’s students have, access that creates in many cases an overload of
information that without self-regulation can create feelings of despair or
incorrect understanding of the topic. Students without the proper guidance may
have a “cultish”, inaccurate understanding of the topic they are trying to
explore on the internet (Chomsky, 2002). If all you know about a subject is a
fact here and a different fact there the image that you have created from these
facts will be very different from the image of someone who had background
knowledge or at the very least the ability to cultivate their knowledge may
have created. Imagine seeing the same picture in the dark with only a match to
illuminate it vs. looking at a more or less complete picture. Ultimately does
not teach students how to cultivate their knowledge to their best ability. Modern
classrooms are not teaching people to be free thinkers, who can be trusted to
make the right decision, because they are not teaching them enough about
learning.
(If you give a man a fish he will eat
for a meal, if you teach a man to fish he could eat for a lifetime.)
Methods
In Anthropology, participant observation
is a frequently used technique to gather data.
Participant observation is an ethnographic technique that involves
engaging in the day to day activity as fully as possible while at the same time
maintaining an analytical distance for quality observation. During the act of
collecting data through participant observation one must do a few things.
First, establish a credible role within the group being observed. This is
fundamental in the research and data later collected. The researcher should
“work methodically to avoid being identified as the member of any particular
group” as this might limit access to information or the quality of information
obtained (Wilson, 1977). Aside from establishing your role in the community
being observed, the researcher should be careful to avoid emotional attachments
that will over bias the results of the study. If such a thing were to occur new
research subjects should be found (Wilson, 1977).
Another technique frequently used by
Anthropologists is the interview. There are three major kinds: the structured
interview, in which the interviewer has a set list of questions and does not
deviate from them, the semi-structured interview in which the interviewer has a
list of questions but can ask them in different order and ask other questions
as the interviewee begins to answer, finally the unstructured interview in
which the interviewer has no questions and lets the interview direct completely
where the interview goes (Bernard, 2002).
During the summer months of
2012 I will be traveling to observe the transfer of knowledge from generation
to generation in the formerly polish community of Huron county and surrounding
areas. As that area is where my Grandmother and Grandfather lived for most of
their lives and they still have family up there I will be using some of the
family connections created over the years.
I will need a recording device,
a journal to keep notes in and a computer to transcribe my interviews and
observations daily. First I will meet with the sources and develop a stronger
network in the community, as is suggested for participant observation. I’ll ask
certain older members of the community about their family history (particularly
focusing on when they were learning to farm). Also I will shadow the younger
generation, in the process of learning and perhaps hear more stories about the
family, as well as be able to observe the methods with which they teach/ learn.
During the same summer I will
build contacts at Michigan State University’s agricultural department. During
the fall of 2012 school year I will analyze the data collected over the summer
in the Huron community as well as take beginning observations of the classroom
settings in the agricultural department. By the end of my study I will analyze
the interviews and primary modes that each group used to convey their knowledge
to the “students”. The different bits of
learning that are passed on and the observable difference in the students’
attitude towards learning it and then applying said knowledge should be
discernible from transcribed data.
For the collection of data in Huron
County I will use participant observation methods, perhaps scattered with
impromptu interviews. Semi-structured interviews will be conducted for primary
collection at MSU, however I would also be doing a bit of participant
observation in the classroom.
The interviews they can be
sorted by three main lenses. For this study I shall sort the interviews by
relationships (so as to better define the “classroom” settings found in Huron
County) (Jennings). Included in the research may be family maps, and property
locations to better explain the possibility people have to interact with
certain individuals in the community, thus “learn”.
Purpose
Eventually the analysis of both
types of learning methods may prove relevant to all those in the academic
community. Once the study is complete the western academic community will be
able to have a better understanding of students from the Huron community’s
lifestyle learning (the learning styles they group within the community around
them). Students will also be aware of this, and if necessary make changes to
their approach to learning to learn better in the new learning environment. It
may also provide key insight into the gap between generational learning and
Western education, the synthesis of which could provide a well rounded and well
educated individual and support network for learning purposes.
Refrences
Benziger, Katherine, and Sue Holmes.
"The Human Brain." Benziger
Thinking Styles Assessment. Unknown, 1996. Web. 03 May 2012.
<http://www.benziger.org/articles/brain.php>.
Bernard, H. Russell. Research Methods in Anthropology: Qualitative and Quantitative Methods. Walnut Creek, CA: AltaMira, 2002. 213. Print.
Bernstein, Douglas A. Essentials of Psychology. 5th
ed. Vol. 1. [S.l.]: Wadsworth Pub, 2010. Print.
Betran, Cecilia. "Beauty and the
Brain." HubPages.
Web. 26 Apr. 2012. <http://ceciliabeltran.hubpages.com/hub/The-Power-of-Beauty>.
Carr, Nicholas G. The Shallows: What the Internet Is
Doing to Our Brains. 1st ed. New York: W.W. Norton, 2010. Print.
"Chapter Three: Knowledge Through Prescribed
Experience." Knowledge
Through Enlightening Experience. Hermes Press. Web. 08 Apr. 2012. <http://www.hermes-press.com/Perennial_Tradition/PTch3.htm>.
"The Purpose of
Education." Interview by Graham Brown-Martin. YouTube. Learning Without
Frontiers, 1 Feb. 2012. Web. 12 Feb. 2012.
<http://www.youtube.com/watch?v=DdNAUJWJN08>.
Dunne, Tim, and Maggie
Dugan. "Assumption Busting." What
Does It Take to Innovate?2012. Web. 06 Apr. 2012.
<http://www.instantbrainstorm.com/bust_assumptions.html>.
Jennings, Gayle
R. "Interviewing: A Focus on Qualitative Techniques." Tourism Research Methods:
Integrating Theory with Methods. Cambridge, Mass: CABI, 2004. 99-139.
Print.
Lave, Jean, and
Etienne Wenger. Situated
Learning: Legitimate Peripheral Participation. Cambridge [England:
Cambridge UP, 1991. Print.
Wilson, Stephen.
"The Use of Ethnographic Techniques in Educational Research." ERIC – World’s Largest Digital
Library of Education Literature. Spring 1977. Web. 18 Mar. 2012.
<http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true>.
Zimmerman, Barry
J., and Manuel M. Pons. "Development of a Structured Interview for
Assessing Student Use of Self-Regulated Learning Strategies." Jstor. American Educational
Research Journal, 2010-2011. Web. 20 Feb. 2012. <http://www.jstor.org/discover/10.2307/1163093?uid=3739728&uid=2129&uid=2&uid=70&uid=4&uid=3739256&sid=56139756663>.
http://loldaddy.com/pics/3981
(4/21/2012)
During interview:
Watch for family pressures, individual vision of the future and the present
(how do they see agriculture, how has the community’s history played into the
teaching and application of knowledge)
a brief history
of the Huron Community may be important to include in this study (perhaps also
that of the agriculture program at Michigan State University).
The importance of self-regulation in learning (my preference
for learning without being presented a structure to put the ideas in) my derive
from an inherent distrust of the source the information, and a desire/ free
will to place the facts in the location the learner sees fit.
The difference between knowledge and skill
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