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A discussion between a researcher from a social-cognition [SC] tradition and one from a relational phenomenography [RC] tradition.
SC: Is a student’s “approach to learning”
a characteristic of a student?
RP: NO!
SC: OK, so does it describe a relationship between the student and the
learning context?
RP: YES but it also includes what they bring to it.
SC: What they bring to it?
RP: Yeah, like their prior knowledge and perceptions and expectations
given the context.
SC: So should we focus on the student or the context?
RP: Both! Both need to be considered because both are simultaneously
present in students’ awareness.
SC: But what if I say “Here’s a context”, articulate it clearly and take
it as given or read can we focus on the student then?
RP: NO!
SC: Why not?.
RP: Because it doesn’t do justice to the dynamic and relational nature of
students’ approaches to learning and it implies and information
processing approach.
SC: But research using a model of Social Cognition actively attempts to
analyse cognitive processing as contingent on the (social) perception of context.
RP: But it’s still broadly cognitive.
SC: But it’s not pure cognitivism, it’s social cognitivism.
And by the way your mates working on that Predispositions stuff are
pretty damn close to it and are about as contextual or relational as
my Social Cognitive approach would be.
Have you heard of Paul Pintrich?
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