Constructing Meaning... by Building on Prior Knowledge

When reading this week's assignment I was led in several different directions based on the many different discussions I have in the past about this very subject. One such discussion that started in my Human Growth and Development class at Fairmont State (FSU) came back up later in the day in a Psychology class where the Professor suggested I read the following... Epistemology offering from Stanford University  (Epistemology Link ) for further understanding. Then other discussions that followed from that led to reading offerings in Philosophy by Kant, which led into even deeper discussions and more reading as way to construct meaning and build deeper knowledge. This example is exactly what the reading was conveying in the idea of reflection and cognitive conflict resolution. The struggle to understand new concepts begins with learning something new, which initially gets added to something old, which then gets refined or redefined in order to better use it in the future. As a self proclaimed Constructivist I really enjoyed reading and reflecting on this week's reading, while I had Not read this exact passage it felt very familiar to me.
The four perspectives provide a framework to better understand how you learn as a learner, which can then be used as insight into how the learners in your care might approach learning.
The symbolic perspective really struck a chord a with me (especially given the population I of learners I work with and the behavior initiatives that are currently being implemented around us) in that the idea of a hat being a barrier to learning when said aloud really does sound ridiculous. Yet for some in a position of power the slightest notion of being what their private logic tells them is disrespect, they then create a learning environment that is filled with contention and strife where the majority of time is spent on classroom management rather than classroom engagement. In that same perspective substitute Cell Phone for hat... Now lets have that updated conversation....(feel free to add a sidebar comment about this topic I welcome any and all views on this topic).
The structural perspective almost always leads me to "sticks and bricks" and in this new technology age the sticks and bricks play a greater role than ever... aging buildings with limited electrical and cooling pose a big obstacle to providing network infrastructure necessary for optimal computer productivity and internet connection. This obstacle is also realized in trying to define space for computer technology / labs. My current issues with the structural perspective is the lack of a defined usable science lab... I have a great activities room where projects can and are created, but the lack of a sink and safety equipment limit the types of experiments the learners can perform.
The human relations perspective is an issue with many of the learners in my learning environment... many come from low SES or other issues at the bottom of Maslow's pyramid. The barriers to learning when learners are dealing with basic survival issues that are many times beyond their control and in some case generational long can be very difficult to over come... the biggest one of these obstacles in my opinion is the value (or lack there of) of education. The goal I have for my learners is a full high school diploma and many of them want this, but fail to fully understand what exactly the consequences are for failing to reach that goal. Example: my girlfriend is due to have our baby next month and I need to work in order to provide for my new family... I don;t have time to stay in school and earn a diploma... I counter with "but if you earn your diploma you put yourself in a better position to earn more money and become a better provider for your family in the long run" which is met with but I don't need more money later I need money now... the full consequences will never be understood as concept... it will be experienced as a reality. Sad but true
The political perspective is a constant dynamic between learners and facilitators and this struggle extends far beyond the defined walls of the classroom. The political process and learning how to best navigate that process for future gains is a skill all learners need to acquire and yet because of the competition for resources it may be skill some are reluctant to teach or pass on others for fear they will then be out maneuvered and left behind. Sad but true.
My concept map is the representation: Interlocking and constantly turning... science begins with curiosity and ends with even more curiosity... and even a break through discovery usually leaves us with more possibilities.

I love helping other learners explore their understanding of science... well their world... well every aspect of their world... and since learning rarely occurs in a vacuum... knowledge of many other fundamental subjects is necessary in order to better understand science... example the processing of data usually involves the understanding of manipulating formulas so math is needed... the recording of data requires some basic skills in reading and writing... and my favorite social studies because everything happens somewhere (even space) and that's geography...  So the interconnections that exist between all subjects can be explored in every classroom especially the science classroom.