A question posed by the principal theorist, Jean Piaget: How does knowledge grow ? In my research this past week, I was unable to find a
direct correlation, or a specific reference to which family tree, or to which overarching
theoretical school the double-looping instructional model falls under. Based upon the chart that Dr. Tolbert
provided for the assignment, however, I was able to compare Principles of constructivist course design with
the provided Goals of Instruction: Constructivism/Interpretivism and conclude the relationship. I was also able to find additional useful
information about the double-loop learning theory that I attempt to embellish in
the subsequent paragraphs.
- Maintain a
buffer between the learner and potentially damaging effects of
instructional practices. Emphasize the affective domain, make instruction
relevant to the learner, help learners develop attitudes and beliefs that
ill support both present learning and lifelong learning, and balance
teacher-control with personal autonomy in the learning environment.
- Provide
contexts for both autonomous learning and learning within relationships to
other students. Group discussion, projects, collaboration as well as
independent.
- Provide
reasons for learning within the learning activities themselves. Have students
identify relevance and purpose.
- Promote and
make conscious the skills and attitudes that enable a learner to assume
responsibility for his/her cognitive and developmental processes.
- Use the
strategic exploration of errors to strengthen the learners involvement
with intentional learning processes and self-feedback.
- Build personal
interpretations of the world based on individual experiences and
interactions (constantly open to change, cannot achieve a predetermined,
"correct" meaning, knowledge emerges in relevant contexts)
- Learning is an
active process of constructing rather than acquiring knowledge
- Instruction is
a process of supporting knowledge construction rather than communicating
knowledge
- Do not
structure learning for the task, but engage learner in the actual use of
the tools in real world situations
- Learning
activities should be authentic and should center around the ?problematic?
or ?puzzlement? as perceived by the learner (Dabbagh, N. 2014)
- The focus is
on the process not the product
- Role of
teacher is a mentor not a ?teller?
- Encourage
reflective thinking, higher-order learning skills
- Encourage
testing viability of ideas and seeking alternative views
Double-Loop Learning Theory
The Double loop theory, is based upon a
"theory of action" perspective outlined by Argyris & Schon (Richard, 2013, para. 2)
There are four basic steps in the action theory learning
process:
(1) discovery of espoused and theory-in-use,
(2) invention of new meanings,
(3) production of new actions, and
(4) generalization of results.
Double loop learning involves applying each of
these steps to itself. In double loop learning, assumptions underlying current
views are questioned and hypotheses about behavior tested publically. The end
result of double loop learning should be increased effectiveness in
decision-making and better acceptance of failures and mistakes (Richard, 2013, para. 3).
The principal double-loop learning theorist,
Chris Argyris, subscribes to a self-fulfilling prophesy so-to-speak. Here are two examples from Argyris himself:
"A teacher who believes that she has a class of
"stupid" students will communicate expectations such that the
children behave stupidly. She confirms her theory by asking them questions and
eliciting stupid answers or puts them in situations where they behave stupidly.
The theory-in-use is self-fulfilling. Similarly, a manager who believes his
subordinates are passive, dependent and require authoritarian guidance rewards
dependent and submissive behavior. He tests his theory by posing challenges for
employees and eliciting dependent outcomes. In order to break this congruency,
the teacher or manager would need to engage in open loop learning in which they
delibrately disconfirm their theory-in-use." (Argyris 1976, p16)
Conclusion
In Conclusion, double-loop learning is used in both the educational and business world. Chris
Argyris coined the term “Double Loop Learning” and “Single Loop Learning" (Clark, 2010, table2).
I cannot embellish the use of Double Learning any better than Chris Argyris himself:
Single loop learning has often been compared to a thermostat in that it makes a
decision to either turn on or off. Double loop learning is like a
thermostat that asks “why” — Is this a good time to switch settings? Are there
people in here? Are they in bed? Are they dressed for a colder setting? — thus
it orientates itself to the present environment in order to make the wisest
decision, as illustrated below (Clark, 2010, table2):
References
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