Learning As an Increase in Knowledge: This View of Learning Is Seen As a Passive Process

Source; Saljo, B. Learning about Learning; Higher Education, 8, 1979 pp. 443 – 51 quoted in

How shall we educate our Children? Richards & Taylor – Falmer Press 1998

Learning as an increase in knowledge: This view of learning is seen as a passive process, by which a passive process, by which new facts and knowledge are added to the existing store of information, adds new facts and knowledge to the existing store of information. It is something that is done by teachers rather than learners and it is the teacher’s responsibility to pass on their knowledge to their pupils and to create the disciplined classroom environment in which this is best done. Stevenson and Palmer (1994) liken it to the ‘filling of a jug’.
Learning as an increase in knowledge: This view of learning is seen as a passive process, by which a passive process, by which new facts and knowledge are added to the existing store of information, adds new facts and knowledge to the existing store of information. It is something that is done by teachers rather than learners and it is the teacher’s responsibility to pass on their knowledge to their pupils and to create the disciplined classroom environment in which this is best done. Stevenson and Palmer (1994) liken it to the ‘filling of a jug’.
Learning as memorising: this conception of learning is similar to the first in that what is learned are facts and information and there is no expectation that what is learned will be transformed in any way. However, there is more recognition that learners have an active role in this because they have to develop strategies such as rote repetition ‘to get the information into their heads’. This view sees learning as the accumulation of unrelated facts because the learner does not recognise the need to relate them to pre-existing knowledge.
Learning as memorising: this conception of learning is similar to the first in that what is learned are facts and information and there is no expectation that what is learned will be transformed in any way. However, there is more recognition that learners have an active role in this because they have to develop strategies such as rote repetition ‘to get the information into their heads’. This view sees learning as the accumulation of unrelated facts because the learner does not recognise the need to relate them to pre-existing knowledge.
Learning as the acquisition of facts or procedures which can be used by the learner: This kind of learning leads to the development of skills which can be applied now and in future situations. The basic skills of literacy and Numeracy fall into this category as do study skills and communication skills. As with the first two categories, there is no expectation that what is learned will be modified in any way by the learner. They will tend simply to be reproduced when circumstances demand. The emphasis in this approach is on practice so that skills become automatic.
Learning as the acquisition of facts or procedures which can be used by the learner: This kind of learning leads to the development of skills which can be applied now and in future situations. The basic skills of literacy and Numeracy fall into this category as do study skills and communication skills. As with the first two categories, there is no expectation that what is learned will be modified in any way by the learner. They will tend simply to be reproduced when circumstances demand. The emphasis in this approach is on practice so that skills become automatic.
Learning as making sense and abstraction of meaning: The learner who adopts this approach makes active attempts to understand the material to be learned by penetrating beneath the surface to update and modify existing beliefs and understanding. With this approach, learning is about trying to understand, to grasp underlying principles and concepts. In this view of learning, it leads to the ability to explain and apply things not just to remember them.
Learning as making sense and abstraction of meaning: The learner who adopts this approach makes active attempts to understand the material to be learned by penetrating beneath the surface to update and modify existing beliefs and understanding. With this approach, learning is about trying to understand, to grasp underlying principles and concepts. In this view of learning, it leads to the ability to explain and apply things not just to remember them.
Learning as an interpretative process aimed at understanding reality: This kind of learning extends learning asmaking sense and abstraction of meaning. By actively relating new understandings to existing beliefs, this kind of learning has the potential to transform a learner’s former perspectives and ways of doing things. As a result, they are able to think about things in new and different ways.
Learning as an interpretative process aimed at understanding reality: This kind of learning extends the learning asmaking sense and abstraction of meaning. By actively relating new understandings to existing beliefs, this kind of learning has the potential to transform a learner’s former perspectives and ways of doing things. As a result, they are able to think about things in new and different ways.

Source; Saljo, B. Learning about Learning; Higher Education, 8, 1979 pp. 443 – 51 quoted in

How shall we educate our Children? Richards & Taylor – Falmer 1998