Perspectives, Theories, Principles, and Concepts on Social Work Community Education and

Training (CET)

Pedagogy
Pedagogy can be defined simply as the method, and practice, of teaching. Most people correlate
pedagogy with education since when we talk about teaching, this usually refers to the way teachers
deliver the content of the curriculum to a class. However, pedagogy is more meaningful than just the art
of teaching. It can be defined also as the process of accompanying learners; caring for and about them;
and bringing learning into life. Pedagogy requires meaningful interactions and respect between the
teacher and learners. The goal is to help the learners build on prior learning and develop skills and
attitudes and for educators to devise and present curriculum in a way that is relevant to students, aligning
with their needs and cultures
Pedagogy in terms of education, can either be teacher-centered or learner-centered. Teacher-
centered learning focuses on direct instruction given by the teacher through lectures and sharing content.
It also focuses on the knowledge that the teachers are given to the students. In contrast, student-centered
learning let the students to become an active participant in their own learning process. While the teacher
still delivers content, they take on more of a coaching or mentoring role to help students learn.

Pedagogy in education concentrates on the different learning styles of students. Every teacher
knows that no two students are exactly the same, and so finding out how students learn helps the teacher
create lessons that help each student learn in the way they learn best. There are several different theories
as to how students learn. The first is Gardner’s Theory of Multiple Intelligences, which was developed by
Howard Gardner in 1983. It states that there are 8 ways in which people learn. The list includes the
following learning styles.

 Visual-Spatial: These people are good at puzzles, maps, and directions.

 Linguistic-Verbal: They are good with words, both spoken and written.
 Interpersonal: This type of learner is very intuitive and is good at relationships.
 Intrapersonal: This learner is very reflective and self-evaluative.
 Logical-Mathematical: This type of learner is good with numbers and problem solving.
 Musical: This learner has a knack for rhythm and music
 Bodily-Kinesthetic: This learner is very hands-on and has great hand-eye coordination
 Naturalistic: This learner is in tune with nature and their environment.

There are 5 different pedagogical approaches to teaching. Each one is slightly different, and each
teacher needs to decide which approach works best for them. Sometimes, a combination of these
approaches can be used as well.
Constructivist: Learners are actively involved in the learning process. They create meaning and
knowledge of learning material. Learners do not just passively ingest the material.
Collaborative: Multiple learners work together to learn material. Small group instruction is based in this
concept where different students contribute and help each other learn.
Inquiry-Based: This pedagogical approach is problem-based. Students are presented with real world
problems and have the opportunity to solve them. They ask questions and research further while learning
concepts and materials that they may not even realize they are learning. Project based learning fits in this
category.
Integrative: The integrative approach involves multiple academic disciplines. Common language is used
cross-curricular so students know what teachers are talking about as well as expectations. This is
especially important for reading and writing skills. Based on common language, students can write in
non-English classes more proficiently. It also shows students that material learned in one class is
beneficial outside those classroom walls.
Reflective: This approach is more for the teacher than the student. The teacher reflects upon lessons,
projects, and assessments to see how they can be improved in the future.

Andragogy
Malcolm Knowles defined andragogy as “the art and science of helping adults learn”. This was a
narrower approach than the one that was prevalent in Europe up to that time. Knowles’s andragogy was,
to some extent, very practically oriented. In general, one could say that he explained andragogy with a set
of assumptions about adult learners and made some recommendations concerning planning, directing, and
evaluating adults’ learning. His assumptions were as follows:
As individuals mature:
(1) Self-Concept
Their self-concept moves from one of being a dependent personality towards being a self-directed human
being;
(2) Adult Learner Experience
They accumulate a growing reservoir of experience that becomes an increasingly rich resource for
learning;

(3) Readiness to Learn

Their readiness to learn becomes oriented increasingly towards the developmental tasks of their social
roles; and
(4) Orientation to Learning
Their time perspective changes from one of postponed application of knowledge to immediacy of
application, and, accordingly, their orientation towards learning shifts from one of subject-centeredness to
one of performance-centeredness.
(5) Motivation to Learn
As a person matures, the motivation to learn is internal.
Knowles’ 4 Principles of Andragogy
In 1984, Knowles suggested 4 principles that are applied to adult learning:
 1. Adults need to be involved in the planning and evaluation of their instruction.
2. Experience (including mistakes) provides the basis for the learning activities.
3. Adults are most interested in learning subjects that have immediate relevance and impact to their
job or personal life.
4. Adult learning is problem-centered rather than content-oriented

Theories of Learning
The term learning, by contrast, emphasizes the person in whom the change occurs or is expected
to occur. Learning is the act or process by which behavioral change, knowledge, skills, and attitudes are
acquired (Boyd, Apps, et al., pp. 100–101). Learning involves change. It is concerned with the acquisition
of habits, knowledge, and attitudes. It enables the individual to make both personal and social
adjustments. Since the concept of change is inherent in the concept of learning, any change in behavior
implies that learning is taking place or has taken place. Learning that occurs during the process of change
can be referred to as the learning process.
Learning is a change in the individual, due to the interaction of that individual, and his
environment, which fills a need and makes him more capable of dealing adequately with his environment.
(Burton, 1963, p. 7) There is a remarkable agreement upon the definition of learning as being reflected in
a change in behavior as the result of experience. (Haggard, 1963, p. 20)
Although there are many different approaches to learning, there are three basic types of learning
theory: behaviorist, cognitive constructivist, and social constructivist.
Behaviourism
Behaviourism is based on the idea that knowledge is independent and on the exterior of the
learner. In a behaviourist’s mind, the learner is a blank slate that should be provided with the information
to be learnt.
Through this interaction, new associations are made and thus learning occurs. Learning is
achieved when the provided stimulus changes behaviour. A non-educational example of this is the work
done by Pavlov.
Through his famous “salivating dog” experiment, Pavlov showed that a stimulus (in this case
ringing a bell every time he fed the dog) caused the dog to eventually start salivating when he heard a bell
ring.
The dog associated the bell ring with being provided with food so any time a bell was rung the
dog started salivating, it had learnt that the noise was a precursor to being fed.
Behaviourism involves repeated actions, verbal reinforcement and incentives to take part. It is
great for establishing rules, especially for behaviour management.

Cognitivism
In contrast to behaviourism, cognitivism focuses on the idea that students process information
they receive rather than just responding to a stimulus, as with behaviourism.
There is still a behaviour change evident, but this is in response to thinking and processing
information.
Cognitive theories were developed in the early 1900s in Germany from Gestalt psychology by
Wolfgang Kohler. In English, Gestalt roughly translates to the organisation of something as a whole, that
is viewed as more than the sum of its individual parts.
Cognitivism has given rise to many evidence based education theories, including cognitive load
theory, schema theory and dual coding theory as well as being the basis for retrieval practice.
In cognitivism theory, learning occurs when the student reorganises information, either by finding
new explanations or adapting old ones.
This is viewed as a change in knowledge and is stored in the memory rather than just being
viewed as a change in behaviour. Cognitive learning theories are mainly attributed to Jean Piaget.
Examples of how teachers can include cognitivism in their classroom include linking concepts
together, linking concepts to real-world examples, discussions and problem-solving.

Constructivism.
Constructivism is based on the premise that we construct learning new ideas based on our own
prior knowledge and experiences. Learning, therefore, is unique to the individual learner. Students adapt
their models of understanding either by reflecting on prior theories or resolving misconceptions.
 Students need to have a prior base of knowledge for constructivist approaches to be effective.
Bruner’s spiral curriculum is a great example of constructivism in action.
As students are constructing their own knowledge base, outcomes cannot always be anticipated,
therefore, the teacher should check and challenge misconceptions that may have arisen. When consistent
outcomes are required, a constructivist approach may not be the ideal theory to use.

Social
Cognitive Constructivism
Behaviorism Constructivism
View of Knowledge is a Knowledge systems of cognitive Knowledge is
knowledge repertoire of structures are actively constructed within
behavioral constructed by learners based social contexts
responses to on pre-existing cognitive through interactions
environmental structures. with a knowledge
stimuli. community.
View of Passive Active assimilation and Integration of
learning absorption of a accommodation of new students into a
predefined body information to existing cognitive knowledge
of knowledge by structures. Discovery by learners community.
the learner. is emphasized. Collaborative
Promoted by assimilation and
repetition and accommodation of
positive new information.
reinforcement.
View of Extrinsic, Intrinsic; learners set their own Intrinsic and
motivation involving positive goals and motivate themselves extrinsic. Learning
and negative to learn. goals and motives
reinforcement. are determined
both by learners
and extrinsic
rewards provided
by the knowledge
community.
Implication Correct The teacher facilitates learning Collaborative
s for behavioral by providing an environment that learning is
Teaching responses are promotes discovery and facilitated and
transmitted by assimilation/accommodation. guided by the
the teacher and teacher. Group
absorbed by the work is
students. encouraged.