Following on from the ‘presearch’ conducted in advance of our ‘object based learning group lecture’, I asked ChatGPT to tell me about each of the educational theorists mentioned, and then to summarise the information provided with a list of sources.
This method of conducting research is fascinating me at present and is such a helpful tool in compiling and summarising research and information. Things that I have noted – the language used to to task ChatGPT with researching on my behalf is super important and really affects what information it throws out… For example, I asked it, ‘David Kolb please explain his education theory to me’ and then, ‘Please tell me about David Kolb – educational theorist’, the answers couldn’t have been more different. The first answer was very theory based and focused in on his theory in detail, whereas the second answer focused on David Kolb as a biography with some reference to his educational theory.
I am interested in beginning to show my students this tool as a means to aid them in the research/enquiry part of their project briefs. However, if I am to begin encouraging students to use AI as a tool within the research stages of their projects – I must become pretty ‘hot’ on what language to use to get the answer required and to ensure that my understanding of how to use this new technology to the best of it’s ability is clear.
Here is a description of the theorists mentioned in the video produced by Judy Wilcocks, featured in my ‘presearch’ blog.
John Dewey (1859-1952)
John Dewey was a prominent American philosopher and educator known for his contributions to pragmatism and progressive education. He emphasized the practical consequences of ideas and believed that knowledge should be judged by its usefulness. Dewey advocated for experiential learning and a student-centred approach to education, where students actively engage in problem-solving and critical thinking. His ideas continue to shape educational theory and practice worldwide, emphasizing active engagement, critical inquiry, and democratic participation in education. [Chat GPT: 06/02/24]
Chat GPT Sources:
Dewey, J. (1916). Democracy and Education: An Introduction to the Philosophy of Education. Macmillan.
Dewey, J. (1938). Experience and Education. Macmillan.
Dewey, J. (1929). The Sources of a Science of Education. Horace Liveright.
Dewey, J. (1902). The Child and the Curriculum. University of Chicago Press.
Dewey, J. (1900). The School and Society. University of Chicago Press.
Dewey, J. (1934). Art as Experience. Minton, Balch & Company.
Dewey, J. (1985). The Essential Dewey: Volume 1: Pragmatism, Education, Democracy. Indiana University Press.
Dewey, J. (1984). The Essential Dewey: Volume 2: Ethics, Logic, Psychology. Indiana University Press.
Dewey, J. (2008). The Essential Dewey: Volume 3: Applied Psychology, Education, Democracy. Indiana University Press.
Dewey, J. (1991). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Houghton Mifflin.
Jean Piaget (1896 – 1980)
Jean Piaget was a Swiss psychologist known for his theory of cognitive development, emphasizing that children actively construct their understanding of the world through stages. His constructivist approach highlights the roles of assimilation and accommodation in learning. Piaget’s work has significant implications for education, advocating for developmentally appropriate, hands-on learning experiences. While not primarily an educational theorist, his research profoundly influences educational practices.
[[Chat GPT: 06/02/24]
Chat GPT Sources:
Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.
Piaget, J. (1963). The Origins of the Mind. Basic Books.
Piaget, J. (1970). Science of Education and the Psychology of the Child. Orion Press.
Piaget, J. (1978). Success and Understanding. Harvard University Press.
Lourenço, O., & Machado, A. (1996). In defense of Piaget’s theory: A reply to 10 common criticisms. Psychological Review, 103(1), 143-164.
Flavell, J. H. (1963). The developmental psychology of Jean Piaget. D. Van Nostrand Company.
Smith, L. (1988). Jean Piaget: Critical Assessments (4 Volumes). Routledge.
Levi Vygotsky (1896-1934)
A Soviet psychologist known for his sociocultural theory, which emphasizes the role of social interaction and cultural context in cognitive development. Key concepts include the zone of proximal development (ZPD), scaffolding, and the influence of language on thought. Vygotsky’s work has had significant implications for education, highlighting the importance of collaborative learning environments and culturally relevant instruction.
[Chat GPT: 06/02/24]
Chat GPT Sources:
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Vygotsky, L. S. (1986). Thought and Language. MIT Press.
Wertsch, J. V. (1985). Vygotsky and the Social Formation of Mind. Harvard University Press.
Daniels, H. (2005). An Introduction to Vygotsky. Routledge.
Rogoff, B. (1990). Apprenticeship in Thinking: Cognitive Development in Social Context. Oxford University Press.
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural Theory and the Genesis of Second Language Development. Oxford University Press.
Smagorinsky, P. (2012). Vygotsky and Literacy Research: A Methodological Framework. Routledge.
Wertsch, J. V. (1991). Voices of the Mind: A Sociocultural Approach to Mediated Action. Harvard University Press.
Moll, L. C. (2014). L. S. Vygotsky and Education. Routledge.
Van der Veer, R., & Valsiner, J. (1994). The Vygotsky Reader. Wiley-Blackwell.
Jerome Bruner (1915 -2016)
An influential American psychologist and educational theorist known for his work on constructivism, discovery learning, and the role of narrative in education. His contributions include the concept of the spiral curriculum, which emphasizes revisiting key concepts at increasing levels of complexity, and advocating for discovery learning, where students actively explore topics. Bruner highlighted the importance of narrative in organizing and making sense of information and stressed the cultural context in learning. His ideas have had a significant impact on educational theory and practice worldwide.
[Chat GPT: 06/02/24]
Chat GPT Sources:
Bruner, J. (1960). The Process of Education. Harvard University Press.
Bruner, J. (1966). Toward a Theory of Instruction. Harvard University Press.
Bruner, J. (1986). Actual Minds, Possible Worlds. Harvard University Press.
Bruner, J. (1990). Acts of Meaning. Harvard University Press.
Bruner, J. (1996). The Culture of Education. Harvard University Press.
Bruner, J. (2002). Making Stories: Law, Literature, Life. Harvard University Press.
Bruner, J. (2004). Life as Narrative. Social Research, 71(3), 691-710.
Kieran, E., & Forman, E. A. (Eds.). (1992). Narrative and consciousness: Literature, psychology, and the brain. Oxford University Press.
David Kolb – 1939 – Present
David A. Kolb is an American educational theorist renowned for his Experiential Learning Theory (ELT). This theory proposes that learning is a cyclic process involving four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Learners engage in hands-on experiences, reflect on them, conceptualize abstract ideas, and then apply them in new situations. Kolb also identified four learning styles corresponding to these stages: diverging, assimilating, converging, and accommodating. His work has greatly influenced educational practice, emphasizing active learning, reflection, and application of knowledge.
[Chat GPT: 06/02/24]
Chat GPT Sources:
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.
Kolb, D. A. (2014). Experiential Learning: Experience as the Source of Learning and Development. Pearson.
Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2000). Experiential Learning Theory: Previous Research and New Directions. Perspectives on Thinking, Learning, and Cognitive Styles. Lawrence Erlbaum Associates.
Kolb, D. A. (1976). Learning Style Inventory. McBer & Company.
Kolb, D. A. (1985). Learning Style Inventory. Hay/McBer Training Resources Group.
Some thoughts following research:
While learning about these theorists, a few things came to mind:
- From what I have read about each of the theorists so far, I could draw simiarities in the way that UAL design courses are structured and the types of learning offered to the students.
- It struck me that all of these theorists are men! I would like to spend sometime reflecting on whether or not this is an issue.
I asked Chat GPT for some examples of female educational theorists and it came up with the following list:
Nel Noddings: Nel Noddings is an American feminist, educationalist, and philosopher. She is known for her work on the ethics of care in education, emphasizing the importance of nurturing relationships between teachers and students.
Carol Gilligan: Carol Gilligan is an American psychologist and feminist theorist. She is known for her work on moral development and gender differences, particularly in her book “In a Different Voice,” where she critiques traditional moral development theories and advocates for an ethic of care.
Bell hooks: bell hooks, born Gloria Jean Watkins, is an American author, activist, and feminist educator. She has written extensively on education, race, gender, and class, advocating for a more inclusive and transformative approach to teaching and learning.
Maxine Greene: Maxine Greene was an American educational philosopher and professor. She is known for her work on aesthetic education and social imagination, emphasizing the role of the arts in fostering critical thinking and social change.
Audre Lorde: Audre Lorde was an American writer, poet, and activist. While not primarily an educational theorist, her work on intersectionality, race, gender, and sexuality has profound implications for education, particularly in promoting inclusive and anti-oppressive pedagogies.
Jane Roland Martin: Jane Roland Martin is an American philosopher of education. She is known for her work on feminist pedagogy and the critique of traditional educational theories, advocating for a more inclusive and holistic approach to education.
These are just a few examples of female educational theorists who have made significant contributions to the field. Their work has had a profound impact on educational theory and practice, highlighting the importance of diversity, inclusion, and social justice in education.
While I am aware of ‘Bell Hooks and have read [and loved] her book, ‘teaching to transgress’, I am not familiar with the other theorists, so am setting an intention to research them more thoroughly and will report back once I have!
Thanks for reading,
Emily