Are Children in Ethiopia Motivated to Learn Right ?

The purpose of the topic is to discuss the philosophy of education for successful teaching and learning of students within the Ethiopian context. We, together, will first briefly review theories that resonate close to learning environment within Ethiopia, and examine the existing options supported by peer-reviewed articles.The article is a continuation of the video series @www.dhirubhai.net/in/areganigussie/detail/recent-activity/shares/. Thus, before reading the content of this topic, please review the video series at the link for a better understanding. The topic is arranged in five pieces and this is the first production.

Learning is a process and an outcome through which individuals gain new knowledge. It offers the learner the occasion to understand particular phenomena that result in the modification of perception, action, and behavior. There are two distinctive schools of thought in learning: The cognitive school, which is centered on the thinking process of learning; and the behavioral school, which stresses its practical outcome. Kolb, David (1981) stated that the learning process involves the resolution of the dialectical conflict between opposing modes of dealing with the world-action and reflection, concreteness and abstraction. Kolb later (1984) added that knowledge results from the combination of grasping and transforming the experience. Most experts agree that students learn best when they take an active role in the learning process, discussing what they read, practicing what they learn, and applying concept and ideas, (Smart & Csapo, 2007). In defining The Experiential Learning Theory (ELT) Yeganeh, B & Kolb, D. (2009) asserted that it portrays two dialectically related modes of grasping experience- Concrete Experience (CE) and Abstract Conceptualization (AC)-and two dialectically related modes of transforming experience-Reflective Observation (RO) and Active Experimentation (AE). Yeganeh and Kolb further related that experiential learning is a process of constructing knowledge that involves a creative tension among the four learning modes, portrayed in a spiral cycle. The learner by touching the bases of those cycles, experience, reflects, think, and act in response to the learning situation. The authors indicated that immediate concrete experiences are the basis for observations and reflections. The reflections are assimilated and distilled into abstract concept from which new implications for future action can be drawn. Experiential learning theory makes the conscious interaction of the learner with the environment at the center of learning.

The behaviorist orientation to learning argued that the inner experience of the learner could not be properly studied as they were not observable. Thus, the environment is seen as a stimulus to which individuals develop responses. Therefore, it is the elements in the environment, not the individual learner that determines the learning.  John B. Watson (1994, p 253), who is credited as the first behaviorist stated that psychology, as the behaviorist views it, is a purely objective, experimental branch of natural science which needs introspection as little as do the science of chemistry and physics, that can be investigated without appeal to consciousness. The behaviorist learning theory is therefore, focused on observable behaviors disregarding any mental activity. Learning is defined as a change in behavior that occurs in response to environmental stimuli followed by negative or positive consequences. According to Behol (2010), Skinner conducted an experiment on animals and developed the basic concepts of operant conditioning. Skinner claimed that the basic association in operant conditioning is between the operant response and the reinforcer. According to Azmi (2008), the behavioral school asserts that we learn by gaining insight and understanding from experience through experimentation, analysis, and examination of outcomes.

Peter Senge, (1990, p.8) a scholar influenced by Kolb’s Experiential Learning Theory evolved another cognitive theory that predominantly identified mental order-deeply ingrained assumption, and generalization that influenced our understanding of the world and how we take action. Senge (2005) stated that all learning integrates thinking and doing.  Senge related that all learning is about how we interact in the world and the types of capacities that develop from our interaction. One of the major findings of Sange’s work is the differentiation between adoptive and generative learning. He asserted that awareness, which action never reaches beyond superficial events and current circumstances are only limited to reactions. Further Sange characterized that adoptive learning are gained through the use of the existing knowledge to acquire a new one, in the process of purposeful accomplishment of objectives.   

The learning theories introduced by Kolb, Watson, and Senge addressed herein, contributed a great deal in the foundation of many researches that continue to add new ideas and concepts in the field of education.  All the three learning theories contain cognitive and behavioral elements that are useful for effective learning. However, the challenge remains to create the appropriate balance between developing new knowledge, leveraging the existing knowledge, creating a school environment and culture that offers learning opportunities for all. Edward, Patricia, Turner, Jennifer, Mokhtari, Kouider  (2008),  stated that in the current learning climate of high-stakes examination, teachers are held accountable for teaching curricular standards and content that may not connect with the multiple knowledge bases, experiences, and skills that children bring from their homes and communities, which is also true for the Ethiopian schools. In Ethiopia, teachers teach students for targeted tests and examinations. Consequently, there are unfortunate imbalances between the call to account for what students learn and need to create the classroom conditions under which they can and should learn. In response to the accountability movement, while abandoning their customized traditions in assessing students, many schools in the advanced world have added new levels of testing that include benchmark, interim, and common assessment.  “Using data from these assessments, schools now make decisions about individual students, groups of students, instructional programs, resource allocation, and more” (Chapels, S., Chappuis, J., & Stiggins, R. 2009, p. 15).          Learning is a process whereby knowledge is created through the transformation of experience, (Yeganeh, & Kolb 2009, p15). An effective assessment is a key in informing the student and the teacher about the current status of student experience and needs. Best learning is always centered on the student. Therefore, the right assessment should be arranged in such a way to support the student learning. According to Stiggins (2007), a successful assessment is a series of interlaced experience that enhances the learning process by keeping students confident and focused on their progress, even in the face of occasional set back. Leaning theories could only be effective within the parameter they are set to work. Both cognitive and behavior theories agree that the importance of existing knowledge for successful learning.

The Ethiopian Educator along with supporting staff has a pivotal space in society. They are in the leadership sit of innovation. Therefore, the accurate assessment of existing knowledge should be the focus of dialogue for the leaders in the education field. The question remains, does learning occur in Ethiopia based on realistic material as the knowledge base or we lead our students in abstracts? How do teachers assess the existing knowledge of a student in Ethiopia? Leadership plays a decisive role in student learning. In one of the telephone interviews, Senge stated that being a good leader is not just being smarter and having more degree, and manipulate power. A good leader in a learning organization is an individual, who is able and willing to serve in addressing the diverse needs of students, teachers, parents, community and stakeholders in a balanced manner, just like a servant leader, charged putting together a conducive environment for students learning. Citing Greenleaf’s portrait of the servant leader, Deborah, and Scott (2011) stated that a servant leader is an individual, who is constantly seeking, listening, and looking for better ways to accomplish shared objectives, who considers creating values for others and who adopts a holistic approach to work. A leader with a dominant servant leadership style could bring all involved together to solve the outstanding problems, and facilitate a better school organization. What are your thoughts? Come ready for the next piece.

Reference

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