Distinction between learning as constructor of knowledge and learning as transmission and reception of knowledge?
Answers
Learning as constructor of knowledge :-- Learning is the way of knowing the phenomenon that occurs during the search for meaning, which is an individualistic process. This process has been projected to both incidental and intentional learning and it comprises totally individualistic characteristics. Individuals’ desire to gain new knowledge about objects and subjects corresponds to their individualistic inquiry about phenomenon. Knowing refers to making meaning and is the creative process of becoming self-beings in life-world. Meaning-making becomes the reference of individuals’ own experiences of learning that is attributions of creation and construction of knowledge. Meaning-making is the main tool of phenomenology and phenomenology becomes reference of individuals to reflect their own perceptions of phenomenon while creating and constructing knowledge.
Learning is the process of creating and constructing knowledge and some individuals’ learning may occur in educational system. As students try to improve their learning, they take part in the learning-teaching process. Students’ learning in school is intentionally designed to monitor their learning and this process is called the learning-teaching process. Learning-teaching process operates by means of interaction between students, teachers and knowledge. Students and teachers don’t have sufficient time to create and construct knowledge in the learning-teaching process and teachers mostly transmit and distribute ready-made knowledge in this process. Thus, students must follow their teachers’ plans and other education policy-makers who decide what type of knowledge and experiences are important for students’ learning. Creating and constructing knowledge cannot be the primary aims for them in the formal learning-teaching system. However, the creation and construction of knowledge must be the main issues in the learning-teaching process. For this reason, this paper aims at discussing the construction and reconstruction of knowledge in learning-teaching process based on phenomenological approach in education.
learning as transmission and reception of knowledge ::
6 According to organisation studies, collaboration can reach various stages of development (Frey, Lohmeier, Lee, & Tollefson,
2006; Gajda, 2004).
7 They define it more precisely as: “Propositional knowledge is derived through research and scholarship, with an attempt to
generalize findings”, consisting in “knowing that”, as opposed to “knowing how” (Higgs et Titchen 1995, 526).
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behaviour” (p. 522). All kinds of professionals use everyday knowledge, including those with the highest
levels of qualification.
Finally, practical and everyday knowledge can be formal: codified in texts, or at least described clearly
and systematically within training. However, they are also frequently tacit: not explicitly taught in
classrooms but learned unconsciously during the course of life or of working.
4. Results
The analysis of the data regarding knowledge in collaborative practices situations revealed two main
types of transmission. Firstly, knowledge transmission can consist, for a professional, in knowing (and
recognizing) what the knowledge of others is, how it is organized, its limits. This implies knowing
sufficiently about the others’ knowledge. Secondly, it can be, more thoroughly, knowing (or learning) to
constructor of knowledge is the pioneer of the knowldge and is the right sources where knowledge is sourced from he may the author of a book or any person behind any eligible information, while the tansmission of knowledge is the channel which the knowleedge goes through before reaching the learner, it may be the teacher.