Page 29 - Ignite Change: Unleashing thought leadership - A roadmap to thougth leadership

Chapter 3: The science of learning
Introduction

Our learning capacity is an evolved one, and it seems inescapable that we
accumulate large amounts of learning during our lifetimes. Learning can be defined

as “an enduring change in behaviour, or the capacity to behave in a given fashion,

which results from practise or other forms of experience” (Ertmer & Newby, 2013).

In Chapter 3, we constructed the concept of a thought leader and more specifically,
that of a teacher leader. Another fundamental building block for any teacher is the

understanding of how learning happens. Not only is the theoretical component
important, but practically, as a thought leader/teacher leader you need have a

specific “how-people-learn” perspective. On your journey to becoming an educational

thought leader, it is important that you grasp the theoretical foundations of the
discipline so that you may contribute innovative insights. This chapter will give you a

broad overview of some theories that will help you to craft your own personal
teaching philosophy (PTP). As a thought leader, research is tantamount – so best

get your reading glasses on and start reading!

The history of learning theories

Theories about learning are as old as humanity itself. 2500 years ago, Aristotle
provided a thorough discussion of education – his view was that education ought to

be fundamentally moral. The ultimate goal – the telos – of education, according to

Aristotle, is the attainment of happiness and this happiness is pursued through the
educative cultivation of a specific character (Aristotle, Politics, VII, 13, 1332b, §13).

Figure 7 Aristotle and the Lyceum (Bayida 2016)

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