Topic 4 - Contemporary Educational Theory

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Activity 8

Transformative learning – Jack Mezirow: Mezirow’s theory looks at how adult learning can involve more than gaining new knowledge or skills and actually change the way a person thinks about themselves or the world around them. This can happen when learners reflect on their existing assumptions and consider different perspectives (Mezirow, 2018). In my practice, I could use this through reflection activities and scenarios that encourage learners to question what they already think or know.

Multiple intelligences – Howard Gardner: Gardner’s theory recognises that people have different strengths, interests and ways of processing information. This means the same concept does not always need to be taught or presented in one way (Gardner, 2018). In learning design, I could use a mix of text, visuals, examples, discussions and practical activities to give learners different ways to engage with the same content.

Social learning – Etienne Wenger: Wenger focuses on learning as something that also happens through participation with other people. His idea of communities of practice shows how people learn by sharing knowledge, experiences and ways of working (Wenger, 2018). In my practice, this could include group activities, discussions, peer learning and tasks where learners can work through ideas together.

Activity 9

One thing I did not fully understand before these readings was how much the brain physically changes through learning. Neuroplasticity means that repeated experiences can strengthen neural pathways, which helps explain why practice and repetition are so important for developing skills and retaining knowledge (Learning Connections, 2025).

I was also interested in how strongly learning is influenced by social and emotional factors. I knew that stress could affect concentration, but I did not realise how directly fear and prolonged stress can interfere with learning and cognitive functioning (Cozolino, 2013). The readings also reinforced the importance of social interaction, with learning often developing through collaboration and relationships rather than as an entirely individual process (Learning Connections, 2025).

In my practice, this makes me think more carefully about creating learning that includes repetition, manageable chunks, opportunities for interaction and a supportive environment where learners feel comfortable engaging with unfamiliar ideas.

References

Cozolino, L. (2013, March 19). Nine things educators need to know about the brain. Greater Good Magazine. https://greatergood.berkeley.edu/article/item/nine_things_educators_need_to_know_about_the_brain

Learning Connections. (2025, May 26). How neuroplasticity makes learning possible.  https://learningconnections.com.au/how-neuroplasticity-makes-learning-possible/

Mezirow, J. (2018). Transformative learning theory. In K. Illeris (Ed.), Contemporary theories of learning: Learning theorists ... in their own words (2nd ed., pp. 138–153). Routledge.

Gardner, H. (2018). Multiple approaches to understanding. In K. Illeris (Ed.), Contemporary theories of learning: Learning theorists ... in their own words (2nd ed., pp. 154–166). Routledge.

Wenger, E. (2018). A social theory of learning. In K. Illeris (Ed.), Contemporary theories of learning: Learning theorists ... in their own words (2nd ed., pp. 262–273). Routledge.