Epistemology

                                                                                                                                                                 1. Epistemology (the study of what and how we come to know) is discussed in multiple chapters in this section. Distinguish epistemology from instructional methods or theories. What are the differences between theories, methods, or models of learning and epistemologies or underlying beliefs about ways of knowing?

After carefully reading and re-reading this section, I come to the conclusion that there is not a huge difference in any of them.  All of them are based on how you come to a belief or how you acquire knowledge about a certain topic.  This week’s discussion has opened my eyes to the many viewpoints not only on ways people learn, but also on ways people teach.  There is so much research out here now days on what’s best for this, what works for that, or it should be this or that way.  Research is based on a sample population at a specific time.  Time change, beliefs change, population changes, and life changes.  When I first started teaching I remember receiving the Harry Wong book titled “First Days of School”, my personal belief was that this book did not apply to the environment of my first year of teaching.  Now don’t get me wrong, there were some things I took from the book, but lots of things I had to modify or leave out altogether.  When you read this you have to remember perfect school setting and I was totally shocked after reading this book and my first week of school.  I think we get caught up in what works for someone else and forget that it may not work in our environment and may need modification to fit our world.  As teachers we must be flexible when it comes to our students learning and use what tools work best for them to learn at their highest potential. 

2. Chapters in this section discuss contrasting epistemic stances: positivist, relativist, and contextualist (or hermeneutical). Positivists believe that the only truth or knowledge is objective truth. Relativists don’t believe that objective truth is possible and that all knowledge is subjective to perception or relative to a particular frame of reference. Contextualists believe that truth or knowledge is relative to context rather than individual, subjective understanding. While designers and educators with a positivist stance generally apply behaviorist principles to the design and development of instruction, those with either a contextualist or relativist epistemological framework employ constructivist theories and methods. Reflect on whether your stance is primarily positivist, relativist, or contextualist. Then, identify an instance when your perspective or stance as a learner conflicted with that of your instructor. Describe the conflict that you experienced and analyze whether opposing epistemic stances may have been at the heart of the conflict.  

My stance is primarily positivist.   My beliefs are that when asked what is 2+2, the only answer is 4.  The answer does not change based on how you are feeling.  It basically is what it is!  I have issues with people recreating the wheels to achieve the same outcome.  I remember a debate in my theory class from college trying to rewrite facts of math.  I did not totally understand the professor’s rationale behind the debate, but I remember some students debating that what we were taught growing up was wrong and it needed to be changed to fit the new times.  I just thought this was utterly ridiculous and made no sense.  The debate went all the way left and our professor had to just cut the conversation and topic altogether.  It even caused tension for the rest of the semester.  The thought stuck into my head was how crazy was it to even ask a question of that sort.  Needless to say I was very glad when the class was over. 

  

3. Differing epistemic stances lead to differing approaches to learning and instruction, and ultimately to problem-solving. Explain differences in problem-solving when approached from behaviorist and constructivist perspectives. How do the approaches differ in both the nature of the problem to be solved and in facilitating the problem solving process? Finally, what effect might these differences have on learner motivation?

When reading this question, I was immediately taken back to my daughter’s math teacher, with my generation math was math, and now they have all these new ways of doing things to achieve the same answer.  Her math teacher had a problem with me teacher her to multiply double digits the old way.  I went round and round with her and when she realized my daughter did not get it her way and got it the old way she let her finally do it that way and not take away points from her.  The way she learned it worked and why stifle a child’s learning because what you have used worked for some students. Her approach was definitely a constructivist approach.  This approach she took also made it difficult for my child to appreciate and like math, which was one of her favorite subjects beforehand.  

(2016, June 15). Retrieved from Creation Wiki: http://creationwiki.org/Epistemology

Reiser, R. A., & Dempsey, J. V. (2012). Trends and Issues in Instructional Design and Technology. Boston: Allyn &Bacon.