My Theory of Learning

Learning is as diverse as the individuals and environments in which it takes place. Each classroom is unique, with no two periods, years, or groups of people exactly alike. Despite this variety, learning is consistently shaped by someone's social and physical environment. My theory of learning draws off of the ideas of Sociocultural Theory (Vygostky, 1979), Situative Perspective (Lave & Wenger, 1991), Culturally Relevant Pedagogy (Ladson-Billings, 1995), and Pedagogy of the Oppressed (Freire, 2009) to showcase the influence the environment and society has on learning. 

Historically, classrooms reflected the structured, independent nature of industrial workplaces (Sleeter, 2015). However, as modern work environments have shifted toward collaboration, learning environments have adapted to emphasize collaboration. Within this framework, students engage in group projects, discussions, and collaborative problem-solving tasks, allowing them to operate within their Zone of Proximal Development. In this space, learners achieve tasks that would be beyond their independent ability, supported by peers or others with greater expertise (Cherry, 2024). This aligns with Vygotsky’s Sociocultural Theory (1979), where learning is a fundamentally social process, with cognitive growth emerging from meaningful interactions with others.

Learning also deepens when students connect their experiences to real-world contexts. There have been many times when my students struggle to connect with a lesson because they cannot envision a situation where it can be applied outside of school. Lave and Wenger’s Situated Learning Theory (1991) discusses the importance of collaboration in the learning process by claiming “the physical and social contexts in which an activity takes place are an integral part of the activity, and that the activity is an integral part of the learning that takes place within it (Putnam & Borko, 2000).” Students immersed in authentic contexts, such as apprenticeships, fieldwork, or interactions with professionals gain knowledge that is both practical and personally meaningful. This change in environment helps create a shift in motivation within students, since their work is being done for more than just a grade, but as a means of addressing genuine challenges. 

Even within a traditional classroom, learning thrives when students can link content to their lives and communities. According to Ladson-Billings, classrooms that applied Culturally Relevant Pedagogy involved students who were “not permitted to choose failure in their classrooms. They cajoled, nagged, pestered, and bribed the students to work at high intellectual levels. Absent from their discourse about students was the ‘language of lacking’ “ (Ladson-Billings, 1995).  Learning is most effective when students see its relevance to their cultural and social contexts. This connection promotes critical consciousness, encouraging learners to question, challenge, and transform the realities they experience. By integrating their experiences into the learning process, students develop a sense of purpose and ownership over their learning, increasing their curiosity and drive to grow.

Equally essential to learning is the creation of a supportive and secure environment. Paulo Freire, through the lens of his Pedagogy of the Oppressed framework, claims “Education as the practice of freedom—as opposed to education as the practice of domination—denies that man is abstract, isolated, independent, and unattached to the world; it also denies that the world exists as a reality apart from people” (Freire, 2009). For learning to occur, students must feel emotionally safe and free from external distractions or fears of judgment. When this foundation of trust and security is established, learners are more likely to engage deeply and authentically with the material. They gain the ability to explore ideas, challenge assumptions, and apply their understanding to transform society and their personal contexts.

The impact of society, environment, and experience meld together to create the foundation of my Theory of Learning. True learning cannot occur until students feel secure, valued, and supported within their environment. When students are preoccupied with concerns about judgment, the relevance of content to their lives, or their personal safety, their ability to engage authentically with the material diminishes. However, when these foundational needs are met, learning thrives as students collaborate, explore, and apply their knowledge to solve meaningful problems. An inclusive and supportive learning environment has the power to develop the skills and confidence to navigate and influence the world.

References

Cherry, K. (2024, July 12). What is sociocultural theory?. verywell mind.

Freire, P. (2009). Pedagogy of the Oppressed. Race/Ethnicity: Multidisciplinary Global Contexts, 2(2), 163-174.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Education Research Journal, 32, 465-491.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.

Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15.

Sleeter, C. (2015). Multicultural education vs. factory model schooling. Multicultural education: A renewed paradigm of transformation and call to action, 115-136.

Vygotsky, L. S. (1979). Consciousness as a problem in the psychology of behavior. Russian Social Science Review, 20(4), 47–79.

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