Continuously Curious
Philosophy of Learning
Background Beliefs
Photo of Katie Beauchene, age 3, circa 1985, during a piano lesson
I love learning. I was fortunate to grow up in a household that supported a curious, creative, and independent child with a zeal for the “what-ifs”. I cannot remember a time when I have not enjoyed the process of learning because the role of “learner” has become an essential part of my identity. This is not to say that learning comes easily. The journey of learning is full of mistakes, failures, and setbacks. However, those challenges have always been met head-on with a persistent, positive, and solution-seeking mindset, resulting in intrinsic joy toward learning. I have always approached learning through the lens of play. As I have grown, my playing progressed through interacting with toys and objects, to ideas, and now with concepts.
I believe people are not merely receivers of information. Instead, they are individuals capable of continuously constructing and creating knowledge, learning from a variety of sources, from any place and at any time. Learning is innate and as natural as breathing. Everyone is born knowing how to construct and apply meaning from the world around them while exploring through play. Throughout this dynamic process, learning is enriched through the guidance of mentors and the collaboration of peers, fostering communication and connection of ideas resulting in intrinsic satisfaction of growth made along the way. According to Miller (2012), “The social interaction of children’s play increases their learning as they experiment, fail, receive feedback, revise their strategies, and reattempt play.”
Difference Between Teaching and Learning
Though teaching and learning are closely related and interconnected, they perform two clear and distinct roles. Teaching involves the process of how information is shared, and learning involves the holistic process of how information is received. Since my learning philosophy is rooted in the belief that everyone can learn and construct meaning, I also believe that classrooms should be learner-centered, inclusive, and play-based. Every person can learn how to learn, continue growing in confidence and competence, and deserves the opportunity to experience the joy of learning. Educators should create significant learning environments where learners feel safe, valued, empowered, and equipped with the skills and mindset needed for continuous lifelong learning and success (Harapnuik, 2015). Through pedagogical practices based on constructivism and play-based learning combined with the purposeful integration of digital tools, educators can provide authentic learning experiences that prepare learners to thrive in an ever-changing and connected world.
Contributions of Constructivism
Constructivism is loosely defined as the “idea that students actually create their own learning based on their previous experiences… an active process, which is personal and individual for each student.” (Western Governors University, 2021). Constructivism is more closely defined according to the lens of specific theorists. It can be cognitive, social, pragmatic, and play-based. According to Jean Piaget, a cognitive constructivist, learners come with prior knowledge, and every new viable piece of learning is either assimilated or accommodated to that existing knowledge through the active experience of acquiring it (Kretchmar, 2023). Lev Vygotsky’s social constructivist theory, while similar to Piaget's, focuses more on the “role of culture, language, and social interaction” (Kretchmar, 2023) and how that impacts the learner in constructing knowledge. Likewise, John Dewey, a pragmatic constructivist, “defined education as growth … [and] believed that the habits of social cooperation and open-ended inquiry must be developed in the earliest years of the child’s educational experience (Weinel, 2023). Similarly, Maria Montessori developed a play-based, structured approach to learning that also incorporated acknowledging the mental health, social, and independent needs of young children. Her system incorporates the learner to freely construct knowledge through structured, self-correcting tools with the teacher guiding the process. Thus, “under conditions of free choice, learning was its own reward” (Lillard, 2013).
Why is the constructivist theory so foundational to my learning philosophy? Building off the theories of Piaget, Vygotsky, Montessori, and Dewey and incorporating the belief that play being essential in acquiring knowledge and skills, supports that everyone can construct meaning from the world around them. “Play creates trust and relationships, increasing cooperation and collaboration. Play also enhances creativity and innovative thinking through problem-solving and the use of imaginative strategies” (Tanis, 2012). In a constructivist environment, learning is constant, evolving, and intrinsically rewarding.
Connecting to Constructivism
The freedom of autonomy of learning through play closely connects to the theory of Humanism and the work of Carl Rogers (1957). His theory of unconditional positive regard is the foundation of building a trusting relationship between the learner and the teacher (Eager, 2010). The belief that every person has inherent worth and potential is essential to creating an environment that allows for productive struggle and learning through failures because those items will never invalidate one's worth or care. In a constructivist environment, learners are valued and free to explore with no strings attached.
Today’s world includes more than the physical environment around us. Not only do students play with physical objects like toys and blocks, but they also play and create within digital worlds through video games and apps. It’s beneficial to understand the influence of the internet and the digital world on learning. According to George Siemens and Stephen Downes, “...person’s knowledge-acquisition system now includes a large network of other people and their experiences. Part of the learning process now becomes learning how to discern patterns and order in the vast chaotic mass of information that is available. Learning how to learn and deciding what to focus on in the learning process are now critical skills that help define a person’s capacity for acquiring new knowledge.” (Ungvarsky, 2023). Through this newly connected and instant access to knowledge, there is some shifting of roles and responsibilities between the teacher and the learner. It’s now up to the learner to learn how to create meaning while the teacher shifts to a facilitator, guiding the learner to navigate, discern, and apply the information (Western Governors University, 2023). Digital tools in the curriculum can enhance learning experiences and provide equitable access to education. Technology is encouraged to be used in alignment with learning goals and leveraging it to engage learners, foster collaboration, and promote creativity (November, 2017). Digital tools allow learners to access vast resources, connect with others, and engage in authentic, real-world experiences. It’s time to move our students beyond the “$1000 Pencil” (November, 2017) and start thinking about “Who owns the learning?” (November, 2017) and respond accordingly. One way is to create a learning environment that promotes and supports how brains receive and construct meaning from the world around us through curiosity and play. Learning is natural and fluid. In a constructivist environment, digital tools are the great equalizer that makes the previously inaccessible, available; the previously impossible, attainable; and the unknown, revealed through instant connection to information and social networks.
Philosophy Filters Through
Project-based learning within a blended learning environment fully supports my beliefs on teaching and learning while incorporating my learning philosophy. Every learner is valued and capable of actively creating and constructing meaning through play and enhanced by digital tools. Everyone can grow, building upon what they are already good at and using that as the springboard to continue moving forward with confidence and competence. My future goal is to pilot this approach throughout a year with a willing teacher and classroom.
My role as a change agent would be to support others in growing their knowledge and supporting them during the period of growth needed to confidently apply project-based blended learning, equipping and enabling them to make changes in instructional design to support all learners in their classrooms within the structures of our current educational system. Piloting this disruptive innovation would show this approach to student-centered learning is not only feasible but attainable in today’s educational setting. I believe the benefits of such learning would surpass current expectations of both the teacher and the learner while restoring play and effective integration of instructional technology back into the classroom.
Conclusion
In conclusion, my unwavering passion for learning and my foundational belief in the power of constructivism, play-based learning, and the meaningful integration of digital tools have shaped my learning philosophy. Learning is not a passive process; it's a dynamic journey of self-discovery and continuous growth. The theories of Piaget, Vygotsky, Montessori, and Dewey, coupled with the liberating essence of play, underscore the idea that every individual can construct meaning from their experiences. In a constructivist environment, learning is not just a means to an end but an intrinsically rewarding process. Moreover, Carl Rogers' theory of unconditional positive regard emphasizes the importance of nurturing a supportive, trusting, and autonomy-focused relationship between educators and learners, where every person's inherent worth is acknowledged. My learning philosophy is one capable of enriching the learning experiences of both teachers and learners alike since everyone is continuously curious and forever a learner.
References
Eager, E. (2010). Summary and Evaluation of Carl Rogers’ Necessary and Sufficient Conditions of Therapeutic Personality Change. The Person-Centered
Journal, 17(1–2), 108–117. https://doi.org/https://adpca.org/wp-content/uploads/2020/12/17_13.pdf
Gonzalez, J. (2023, September 19). Nothing’s going to change my mind: How unconditional positive regard transforms classrooms. Cult of Pedagogy.
https://www.cultofpedagogy.com/unconditional-positive-regard
Harapnuik, D. (2015). CSLE+COVA. Harapnuik.org.https://www.harapnuik.org/?page_id=6988
Kretchmar, J. (2023). Constructivism. Salem Press Encyclopedia.
Lillard, A. S. (2013). Playful Learning and Montessori Education. American Journal of Play, 5(2), 157–186.
Miller, C. L. (2021, May 12). Play theory. Game Based and Adaptive Learning Strategies. https://mlpp.pressbooks.pub/gamebasedlearning/chapter/play-
theory/
November, A., & Name. (2018, November 5). Crafting a vision for empowered learning andteaching: Beyond the $1,000 pencil. November Learning.
https://novemberlearning.com/article/crafting-vision-empowered-learning-teaching-beyond-1000-pencil/
Tanis, D. J. (2011, November 30). Exploring play/playfulness and learning in the adult and Higher Education Classroom. ProQuest LLC. https://eric.ed.gov/?
id=ED554701
USC: Learning and Teaching. (2014). Overview of connectivism - Dr George Siemens. Retrieved November 5, 2023, from https://youtu.be/yx5VHpaW8sQ?
si=NlQCquTsdAwuu-TC
Ungvarsky, J. (2023). Connectivism. Salem Press Encyclopedia.
Weinel, I. (2023). Dewey Applies Pragmatism to Education. Salem Press Encyclopedia.
Western Governors University. (2021, August 11). Five educational learning theories. https://www.wgu.edu/blog/five-educational-learning-
theories2005.html#close
Western Governors University. (2023, October 9). Connectivism learning theory. https://www.wgu.edu/blog/connectivism-learning-theory2105.html
Annotated Bibliography
Eager, E. (2010). Summary and Evaluation of Carl Rogers’ Necessary and Sufficient Conditions of Therapeutic Personality Change. The Person-
Centered Journal, 17(1-2), 108–117.https://doi.org/https://adpca.org/wpcontent/uploads/2020/12/17_13.pdf
Eager's article provides a thorough summary and evaluation of Carl Rogers' Necessary and Sufficient Conditions of Therapeutic Personality Change. The author examines the principles and concepts of person-centered therapy and assesses the effectiveness and significance of Rogers' conditions in the context of therapeutic personality change. The article offers an in-depth review of Rogers' theories.
Gonzalez, J. (2023, September 19). Nothing’s going to change my mind: How unconditional positive regard transforms classrooms. Cult of Pedagogy.
https://www.cultofpedagogy.com/unconditional-positive-regard
In this online article, Gonzalez explores the transformative impact of unconditional positive regard in classrooms. The article investigates how a teacher's unconditional positive regard for students can influence their educational experience, providing practical insights for creating supportive and empowering classroom environments.
Harapnuik, D. (2015). CSLE+COVA. Harapnuik.org.https://www.harapnuik.org/?page_id=6988
Harapnuik introduces the CSLE+COVA framework, emphasizing Creating Significant Learning Environment and Choice, Ownership, and Voice through Authentic Learning. The framework highlights constructivist principles while bringing in theories of Inquisitivism and technology integration in education.
Kretchmar, J. (2023). Constructivism. Salem Press Encyclopedia.
This encyclopedia entry succinctly explains the concept of constructivism in education, outlining its fundamental principles and implications for teaching and learning. It also highlights the different types of constructivism: specifically comparing and contrasting Piaget with cognitive constructivism and Vygostky with social constructivism.
Lillard, A. S. (2013). Playful Learning and Montessori Education. American Journal of Play, 5(2), 157–186.
Lillard's scholarly article explores the connection between playful learning and Montessori education, shedding light on the role of play in fostering learning and development within Montessori classrooms. It goes to highlight the stark differences between free play and play that occurs within a structure to allow the learner autonomy to explore and leading to autonomous discovery.
Miller, C. L. (2021, May 12). Play theory. Game Based and Adaptive Learning Strategies. https://mlpp.pressbooks.pub/gamebasedlearning/chapter/play-
theory/
This online resource discusses play theory and its application in game-based learning, emphasizing the relationship between play and learning in educational settings. Highlights the importance of play and application in education for growth in many areas.
November, A., & Name. (2018, November 5). Crafting a vision for empowered learning and teaching: Beyond the $1,000 pencil. November Learning.
https://novemberlearning.com/article/crafting-vision-empowered-learning-teaching-beyond-1000-pencil/
This online article focuses on empowered learning and teaching, emphasizing the significance of technology and innovation in education, providing insights into creating modern, effective educational practices. November urges people to move beyond simply replacing pencil and paper tasks with digital tasks and asking to think more tranformatively in the types of questions we are asking to guide others to discovery, rather than asking questions that simply regurgitates information, ask questions to help other use and apply information.
Tanis, D. J. (2011, November 30). Exploring play/playfulness and learning in the adult and Higher Education Classroom. ProQuest LLC. https://eric.ed.gov/?
id=ED554701
Tanis's source investigates the relationship between play and learning in adult and higher education, exploring the role of playfulness in promoting effective learning. The study examines the role of play and playfulness in promoting effective learning experiences for adult learners, and highlights how engaging in playful activities can enhance cognitive and emotional engagement, contributing to a more conducive learning environment. This research offers insights into the development of innovative and engaging teaching methods in adult and higher education, ultimately supporting more effective learning outcomes
USC: Learning and Teaching. (2014). Overview of connectivism - Dr George Siemens. Retrieved November 5, 2023, from https://youtu.be/yx5VHpaW8sQ?
si=NlQCquTsdAwuu-TC
In the video, Dr. Siemens introduces the theoretical framework of connectivism, emphasizing its significance in the digital age. The video provides an overview of how connectivism relates to learning and teaching, shedding light on the connections between technology, social networks, and knowledge acquisition. This video is a primary source from one of the original theorists, explaining what connectivism is.
Ungvarsky, J. (2023). Connectivism. Salem Press Encyclopedia.
This encyclopedia entry offers an overview of the connectivism learning theory, explaining its principles and relevance in the digital age. It serves as a concise reference source for those seeking to understand the core concepts and implications of connectivism as a learning theory.
Weinel, I. (2023). Dewey Applies Pragmatism to Education. Salem Press Encyclopedia.
This article examines the application of pragmatism in the field of education by John Dewey. It clarifies Dewey's contributions to educational philosophy, highlighting the practical and progressive nature of his ideas. By addressing how Dewey's pragmatic approach has influenced educational practices and pedagogy, the source underscores his lasting impact on modern education. This article is a great starting place for understanding the educational philosophy of John Dewey within the context of pragmatism.
Western Governors University. (2021, August 11). Five educational learning theories. https://www.wgu.edu/blog/five-educational-learning-
theories2005.html#close
This resource presents an informative overview of five prominent educational learning theories. It provides insights into key theories of educational practices, offering a comprehensive perspective on the foundations of learning and instruction. The source covers a range of learning theories, including behaviorism, cognitivism, constructivism, connectivism, and humanism, elucidating their principles and implications for teaching and learning. This resource serves as a valuable reference for educators and researchers seeking to understand and apply various learning theories to enhance educational outcomes.
Western Governors University. (2023, October 9). Connectivism learning theory. https://www.wgu.edu/blog/connectivism-learning-theory2105.html
This online resource focuses on the connectivism learning theory, explaining its principles and applications in online and digital learning environments. It emphasizes the role of networked connections and digital technologies in the learning process. The source provides insights into how this theory aligns with the evolving landscape of online and digital learning environments, highlighting the importance of staying connected and continuously learning in today's information-rich society. Educators and researchers seeking to understand the dynamics of learning in the digital era will find this resource to be a good starting point.