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ERIC Number: ED260359
Record Type: Non-Journal
Publication Date: 1984-Aug
Pages: 29
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Meaningfulness of Studying and Learning as a Framework for Analyzing Intellectual Development and Learning Difficulties.
Olkinuora, Erkki
Although many researchers have identified meaningful learning as the proper aim of education, the realization of that aim and the theoretical understanding of the prerequisites for meaningful learning in the school setting are far from complete. By integrating ideas from theories of meaningful learning with ideas from theories of purposeful, goal-directed action in psychology and socialization in sociology, a common concept of meaning and meaningfulness could be developed. This integration could facilitate the analysis of the interaction of cognitive, motivational, emotional, and social elements in learning situations. Whether a student experiences his school curriculum as being personally significant and meaningful depends on both affective and cognitive elements. Cognitive meaningfulness can be further divided into logical and psychological meaningfulness. Behind the psychological meaningfulness of studying and learning there are structures of relevance. A hierarchical organization of relevance includes the student's experienced purpose of life interacting with his experienced meaningfulness of attending school, studying, and learning. In addition to these structures, there are social and intellectual dimensions of relevance. Four types of orientation can be identified, based on quality of sense of control and the kind of relevance experienced. These are task, social dependence, ego-related, and noncommitment orientations. The cyclical processes of learning situations produce cumulative experiences which lead to the development of individuals' motives, conceptions, and behavioral tendencies in different directions. (NRB)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A