Word Count 1706 excluding titles, references and reference list.
To understand why our behaviour differs and is not identical to those around us we must look to our own individual identity. Identity and Discourse are reference points for the explanation of why we behave in differing ways. Our identity is sculpted by what we come in to contact with and how things influence us, whether it be another person, a community or an idea. As described by McDonald (2005) an increase in knowledge of the behaviours of the things around us such as the community allows us to better adapt, respond and predict responses to behaviours of others. We also learn to mould our own behaviour to conform, when needed, to what is acceptable in given environments.
A personal example of this was joining the Police. I came from a pretty laid back family and social setting and a fairly casual job. Upon arriving at Police College we were marched in to the gym and lined up in rows, spoken to by superior officers and given orders to follow. Over the course of the next few days my behaviour adapted to include much more discipline as I was immersed in the Police College community. Contact with other constables and personnel moulded, and “calibrated” (Wells, 2007, pg103) my behaviour until it conformed to what was acceptable and expected.
The process in which peoples’ behaviours are formed seems to follow a similar pattern; however, the experiences and communities influencing their behaviours will differ. This is because a practice or activity accepted as the norm in one societal background may not necessarily be acceptable in another. As suggested by Wells (2007) the combination of many individual behaviours joining together will broaden the cultural richness and knowledge of the persons within the community. This allows the individuals to move and adapt to the needs and practices of the community, thereby influencing the behaviours of others that come into contact with that community.
An example is New Zealand Society. We have always been to some extent a multicultural society however the influx of migrants in recent years has affected the vast majority of towns. We need to learn to work and live together and accept behavioural diversity. An example is the variety of ways people worship. An even more specific example is the acceptance by the Police force of a practising Sikh being able to wear his traditional head dress on duty.
Learning as participating is practiced frequently by teachers throughout the stages of learning. Rogoff (1997, 1998) as cited by Bourke and George (2008), broke this theory down in to three sections; Transmission, where the world around the learner is more active and the learner gathers information from it, and, Acquisition, where the learner is more active by gathering ideas and initiatives from their own brain. The third is Guided participation through practice; this is somewhat a combination of the above two. The teacher in this theory takes less of a directional and instructional role and the knowledge is shared and moulded by both the teacher and learner.
I have seen the latter section specifically as an example of learning by participating through co-participated activity in sports where there is a professional and a rookie. The teacher (professional) is present in the same activity as the learner (rookie) and is a supervisor and mentor, providing knowledge and direction where they see fit. The process allows the learner the opportunity to use their own initiatives and experience to achieve goals within the activity while at the same time gathering tips and knowledge from the professional.
The theories that make most sense to me and my learning are: learning as participating and learning as observable. For the former, throughout my ongoing learning I have discovered the best results from those sessions where I have been actively...
Please join StudyMode to read the full document