I. Presuppositions/truth claims:
Human beings are created creatures with predetermined human (distinct and separate from animal) potential and an in born slavery to imperfection/sin. Learners may have experienced God’s redemption and therefore may opt to perform in a way which will show itself at times and/or the residual benefit of being made in God’s image may at times prevail, such as a humanitarian’s actions or a child doing “good”. God positions man in his fallen and therefore sinful state as neither essentially good nor even simply neutral, so the innate/native moral nature of humans is bad.
Human beings are psychologically interactive. Because humans are created in the image of God; we are born with the innate psychological and physiological capacities to learn, to know, to understand and to act. God has also provided something to know - Himself and His creation – which defines reality as including that which extends beyond what we perceive with our senses and beyond what we can comprehend with the human’s finite mind.
Information comes from environmental factors but the human intellect functions in such a way that learners can create additional knowledge from among the facts they have in their minds. Please note that the Holy Spirit may also at times open a person’s understanding beyond even a reasonable Gestault-style connection of incoming knowledge and his/her existing knowledge base (this process may be mistaken as an intuitive leap).
II. Principles of Learning:
In my somewhat deterministic Constructivist (Cognitive Interactionist) Theory much more is determined by nature than nurture. All human brain information processing relies partially on cognitive developmental factors and predetermined ability limits. The human brain stores and processes information by automating some activities and prioritizing cognizant attention on others. Automated processes are those stored in long term memory but accessed subconsciously or autonomously.
Environmental input may or may not be processed into the human’s long term memory, and may not even be acknowledged/receive attention/be perceived in a person’s short term memory . • Short term memory permits the human’s conscious direct interaction with environmental factors. Humans are interactive, constantly processing incoming sensory information by comparing and contrasting (assimilation/accommodation) and recombining it with schematas/templates/prototypes or building upon scaffolding already in the mind. Motivation to learn is native/intrinsic to humans and the degree to which one participates is encouraged or discouraged by many factors. These factors include the status of the person’s basic needs (current physiological and/or psychological state) and anticipation of outcome (advantage/disadvantage) of gaining said knowledge.
Understanding is connecting (compare/contrast then integrate) new ideas to pre-existing ones, forming meanings, expectations, generalizations, and sometimes...