1. Humanistic
1.1. Theorist
1.1.1. Abraham Maslow
1.1.2. Carl Rogers
1.2. View of Knowledge
1.2.1. Knowledge is constructed by the will of the person. Understanding there is a person with lived experiences who desires change and is a life-long learner.
1.3. View of Learning
1.3.1. The teacher as the facilitator of learning "must trust students to assume responsibility for their learning" (Elias & Merriam, 2005, p. 127).
1.4. How Theory Informs Instruction
1.4.1. The teacher is a facilitator. The focus is student centered learning and involving the student in every aspect of the learning including: planning, evaluations and more.
1.4.1.1. Follow this link for examples:
2. Critical Theory
2.1. Theorist
2.1.1. Paulo Freire
2.1.2. George Counts
2.1.3. Ivan Illich
2.2. View of Knowledge
2.2.1. Knowledge is directly related to power.
2.3. View of Learning
2.3.1. "To preserve, to change, to destroy, to fully experience are possible actions one might take as a result of [learning]something" (Elias & Merriam, 2005, p. 166).
2.4. How Theory Informs Instruction
2.4.1. Through educating the oppressed people the teacher is able to awaken a political consciousness and disrupt the culture of silence.
2.4.1.1. Follow this link for examples:
3. Social Constructivism
3.1. Theorist
3.1.1. John Dewey
3.1.2. Lev Vygosky
3.1.3. Jean Piaget
3.2. View of Knowledge
3.2.1. Knowledge is constructed based on people's lived experiences in the socialized world.
3.3. View of Learning
3.3.1. The learner is an active participant in learning. Teachers should allow the students to construct their own way understanding the world around them. Learning is acquired through play and creativity.
3.4. How Theory Informs Instruction
3.4.1. Follow this link for examples:
4. Transformational
4.1. Theorist
4.1.1. Jack Mezirow
4.2. View of Knowledge
4.2.1. Knowledge is a result of our "store meanings, beliefs, and values which are the result of socialization" (Elias & Merriam, 2005, p. 140).
4.3. View of Learning
4.3.1. "The process of learning is precisely the construing and appropriating of new meaning to our experiences" (Elias & Merriam, 2005, p. 141).
4.4. How Theory Informs Instruction
4.4.1. The utilization of disorienting dilemmas to push students beliefs and values about the world and determine if they are accurate.
4.4.1.1. Prior to the end-of-life presentation, the educator ask the respiratory students to break into groups and share their views on living wills and en-of-life care. Then the students are presented with a patient case relating to the end-of-life wishes and living will. The student knows the patients wishes; however, the family is going against the patient wishes. This situation is further complicated because the student is asked to give their recommendation to the ethics board without bias.