THE THINKING AND LEARNING PROCESS

Today we'll talk about the thinking and the learning process as well as we
will also try to look into the factors affecting thinking and learning. So
before getting into the understanding about the thinking and learning, we
just need to relate it with our understanding about the human behavior.
 HUMAN BEHAVIOR

As we all know, the human behavior and to understand specifically the human
behavior is a very complex task. And this task became even more difficult if we
want to find out the reason behind a particular behavior. It became very challenging
if we just try to, you know, look into it, that why, why is such kind of behavior ? Am
I really deserve that? Is it really appropriate to behave with me in such a manner? So
whenever we try to find out the reason behind that, it became even more
challenging.
Our behavior mostly depends upon our thinking and learning. So learning is
fundamental to us. it's very obvious, it's very common. you know, unknown and
referred term to us. And as it is an irrepressible part of our life, everybody's life, this
is a such kind of an aspect which can be replace by any other it camps naturally
through the process of growth and development.
 HUMAN BEHAVIOR
The moment you start growing, you start moving from one aspect to another
aspect, one stage to another stage. It naturally camps through a process. Usually,
people associate it learning with the skill or the college they like. They have a
misconception that if I will not go to the college, I will not learn. So, I mean,
generally we learn even about the grammar rules in. We learned the bot mass and
about the functioning of our hurt. We learn all this in school, college, but is
learning confined to school only ? Like is there anything that we learn, even if we
are not aiming for it ? Just think for a while. I mean like the people we met in our,
you know, around surroundings and all, like, did they all went through the school
and colleges ?
 HUMAN BEHAVIOR

Had they not learned? So can we confine that learning only to school and college?
For example,
▪ an interviewee became tense and nervous during the interview, that the
interviewee plan for, and learn this behavior.
Did the interview plan that I will react in the nervous way, I will react in such a
hopeless manner. Is that a learned behavior ? So what we can say, definitely one
can say that learning is not always a result of conscious efforts. It's not that
whatever the conscious efforts we put in resulted into the learning.
 HUMAN BEHAVIOR
Sometimes it is unintentional and sometimes not. Sometimes we just add new
things to our knowledge as well as our behavior. It includes our learning through
our past experiences, or from event experience of others. It also includes the
changes in our behavior due to the growth and development. It is important for us
to know also about the factors affecting learning so that we can optimize learning.
This can be done by, minimizing the factors that suppress the process of thinking.
At the same time, give more support to the elements that help in learning. Just
think about the given situation. Is any learning taking place in these situations that
we need to think that if we are saying yes, that learning is like taking place in the
situation, then why ?
 HUMAN BEHAVIOR

If we are saying no, that learning is not taking place in these situations, then why not ?
For example, let's focus on the situation.
1. Walking slowly due to tiredness. we need to think is any learning taking place in
the particular situation, like working slowly due to tiredness.
2. Eating less due to illness. So is any kind of learning is taking place in this
particular situation.
3. An infant starts walking on the floor. So these are the particular situation. Now
you all have to think whether any learning is taking place on not. And if it's
taking place, then why or why not ?
 HUMAN BEHAVIOR

What we can say that, what we learned even is that that learning refers to any change in
behavior. Normally we sit like, you know, that if there is a change in a behavior, it
means it's just because of a learning. There can be various reason behind such change.
Like our past experience also help us, our deliberate practice, our exposure. So these all
also plays a very important role when we just talk about learning.
For example :-
▪ A child who puts his feets carelessly on. Soap water in a bathroom may slip next
time when he walks in a similar surface that is in a soap water, he would put his feet
down very carefully.
 HUMAN BEHAVIOR
So what it is, what happened in this situation, this is a behavioral change and such a
behavioral change is brought about true experience. Like what happened, like child who
put his feet carelessly. Slept in the bathroom, then automatically next time. He just
became very cautious, very careful. So whether what we will say that learning is
happening or not, but there is a change in our behavior and that change in behavior is
brought about through experience, and that is also going to process the learning.
So if a child takes classes to learn skating and after practicing for some months, he gets
very good at skating, the such behavior may be the result of practice. Both type of
changes in behavior is referred to as learning. Like suppose I just like get into the
practice, practice and experience. So what we can say, like in first situation, what
happened ?
 HUMAN BEHAVIOR
1. Learning by experience because the child who was like, you know, just casually
and very enjoying way, getting entered into the bathroom, gets slept due to the
soap, water.
2. With the help of some trained, you know, expert person, right? The child learn how
to do skating.
Practice a continuous practice with some expert, So both, like both types of changes in
behavior is referred as a learning. So another important aspect of learning is that these
changes must be relatively permanent. It means, when I'm referring the word relatively
permanent, it means that the changes that occurred must remain with a learner for quite
some time.
 HUMAN BEHAVIOR

However, this time is not fixed for how long, that thing will be there, remain with the
learner, but for quite some time, for sure. That's why that these changes are relatively
permanent. However, this time is not fixed as I shared, but it is not momentary. For
example, while driving on the road, if you see an unknown car passing by and you
read its number plate, you will remember the number.

On the number plate for some time, but not for a very long time. But for that friction
of second, it is there in our memory.
 THE THINKING AND LEARNING

Both are the cognitive processes. During both the processes are Brain Mind
is active. We can say that thinking is a part of learning, or we can say that
during the process of thinking, we use our brain, our mind, and while
learning something, we use our brain along with our body and hurt.

And this relationship we can say like, it can be even shown through the
vein diagram, which is that on the screen that like how the thinking is an
integral part of learning, though there are the, when we just look at
learning, there are the different views or we can say the different
perspectives about learning.
 THE THINKING AND LEARNING

For example, when we just look at a behavioral view or the behavioralist

view of the learning. So as per the behaviorist, learning is all about the
acquisition of facts, acquisition of the concepts and acquisition of the skills.
It marks the importance of the relation of a stimulus to its respective
response.

Also, the behaviorists say the people learn through drill and guided
practice. When they got the guided practice, when they got the drill, the
continue in the process of that, then only they’ll be able to learn. An
important feature of this type of learning is reputation, the relation and the
reputation of the concepts. examples and the processes.
 THE THINKING AND LEARNING

It somehow promotes the acquisition of a skill or acquisition of a

knowledge through rehearsal, like a play performance. I still remember
when I was doing my doctoral thesis's work, then I visited several villages
at that time and like I came across the sound where the teacher, in the
primary classes continuously asked them to rehearse the tables, rehearse
the alphabets, and continuously with a loud voice.
And I was there for a month. And for a month they were like just practicing
the tables. And that's a very, very nice way. And I guess very beautifully,
they learn the counting’s, they learn the tables. The way actually that the
behaviorist belief that it promotes when we are repetitively practicing
something, it promotes the acquisition of a skill or acquisition of a
knowledge through that rehearsal, like a play performance.
 COGNITIVE VIEW OF LEARNING

We can say a view of learning or perspective is that it is an active process. When

we just talk about the active process and when we consider it is an active process,
it means we are emphasizing that learning occurs as a result of carefully planned
strategies and conscious efforts to acquire accurate fact conscious efforts to
acquire accurate knowledge and the skills and the right skills.

Cognitive tourists believe that learning is a complex process because it is not

confined. Only to the behavioral change it brings the changes in the cognitive
structure of a person as well. Like behavioralist consider it as a behavioral change
where the rehearsal repetition is more important. When it came to the cognitive,
like cognitive view, they believe that it's not only confined to the behavioral
change, rather there is a change in the cognitive structure of a person as.
 PSYCHOLOGICAL CONTRUCTIVIST VIEW

It is one of the another important branch of thought, those who believe in the
active construction of knowledge. They say technology is constructed, knowledge
is like buildup. By the learner, by actively participating in the process, the more
the learner is actively participating in the process, the more the child will be able
to learn.

Learners make sense of their word by walking in the real word. with the more
exposure, with the more Hands-on experience, with a more understanding, what is
constructed around. The more the child is able to learn, the more the child is able
to perform. Doing Multiple activities leads to constructing and of course, and
reconstructing the prior knowledge.
 PSYCHOLOGICAL CONTRUCTIVIST VIEW

The new learning is connected to the already learned concept because definitely
like, there are some previously learned concept. Now we are continuously
learning. We are getting engaged with the real world. We are getting engaged with
the surroundings. And all, unlike there's a previous knowledge, like it gets
connected with our new knowledge.

So with the multiple activities continuously, it leads to the constructing and

reconstructing the prayer knowledge every time it's constructing and it's
reconstructing. And new learnings, of course, connected to the already learned
concepts. This way, somehow the learner owns his or her learning knowledge, and
this is known as an psychological constructivism.
 PSYCHOLOGICAL CONTRUCTIVIST VIEW

For example,

If a child reads advertisements in a newspaper during, the Covid 19 pandemic,

And sees everyone wearing a mask, he may infer the reason for wearing mask and
washing hands regularly. This reflects that a child is going beyond a given
information through the process of generating ideas, he build his understanding of
the issue and hence learn, and that's known as a psychological constructivism.
 SOCIAL CONTRUCTIVIST VIEW
It is one of the, another branch to learning as is known as an social constructivism.
It opines, it's like somehow we can say it compounds that learning occurs through
socially constructed or the created opportunities like, whatever the socially
constructed whatever, like kind of an opportunity created in a society.

Through like all those things, the learning can happen. We do not live in isolation.
We are a part of a society. We are not isolated creature like we are a part of a
society. I just want to go here. I remember when I just enter for my research work,
then my supervisor come, come up with a statement because I like, as every
student did, I don't want to share my ideas.
 SOCIAL CONTRUCTIVIST VIEW

The more we are able to interact, the more we get the awareness of the each other
culture. The more actively, we just get participated, the more you know that we
will be able to shape ourself as an individual in terms of development ourself, in
terms of an individual learning also. So it is more focused on building a common
consciousness among people as compared to the individual learning.
 HUMANISTIC VIEW OF LEARNING

We just look at this term that is a humanistic view. So it's this title itself signifies
that somehow it is based on humanism or being in a human because there is a term
humanistic. This view keeps in mind the basic of humanity. It believes that each
one of us is capable of learning, but in our own way, we all follow a particular
unique learning pattern.

And along with this uniqueness we have, one thing is common that we all need
love and peace. So if a learner is nurtured with love, the outcome would also be
lovely. So this view of learning emphasized the central place of the learner in the
process of learning. So knowledge and understanding of different views.
 HUMANISTIC VIEW OF LEARNING

That we all need to understand that what is the kind of an knowledge and what is
the kind of an understanding of different views of learning generates. And it can
also help the learners and us as well to design the process of learning in a
meaningful way.
It can be very valuable in planning the productive learning environments as well.
So one can know the dos and don'ts of learning. like I just also want to focus that,
when we talk about the thinking and the learning pattern and when we talk about
the different views, so we can't even, you know, like avoid that.
There are the certain factors which affects the thinking and the learning process.
Like right from the beginning, from our, we can see the conception, tell our death
be kept on learning.
 HUMANISTIC VIEW OF LEARNING

For example - we can say that psychologist mainly focused on the factors affecting
learning because learning does not take place in isolation or it can take place in our
vacuum. So I want to put it with an example of a train, like the train moves. On the
railway track there's a track, there's a railway track and the train moves on the
track, train turns, aspers railway track.

Suppose like there's a turn. Then the train also like goes for a turn. It stops when
the signal is red and runs when the signal is green. It runs fast when the driver
increase the speed and runs slow when the driver decrease the speeds. So factors
that the certain factors, what happen when the train is moving the factors like track
the factors like signals.
 HUMANISTIC VIEW OF LEARNING

The factors like driver, they all decide the movement of a train. Likewise, there are
a number of tracks and signals. We can say factors that keep our train of thoughts.
Moving as per their direction. So psychologists have explained the several factors
that affect our learning, like the way, the several factor that affect the moving of
that train.

And the same way there are the several factors that affect our learning. These
includes a person's interest. These results include the personal motivation, the
needs, relationships, environment, aid, society, etc. And these factors can be
divided into four major categories based on their nature. we can divide them and
the basis of the personal factors, social, cultural factors, the media and technology.
 HUMANISTIC VIEW OF LEARNING

These factors are from the different areas, but they all work together when it
comes to the learner and their learning and the relationship. Very interesting. The
relationship between their cause and effect cannot be understood in isolation.

So having a thorough understanding of these factors can help the individuals to

lead their own learning. Like, for example, we can say that specifically in the
context of parents or anyone, anyone who work with the children, even, with us
for when, when we got a chance to deal with the child, knowledge of these factor
becomes more essential.
 PERSONAL FECTORS

These are the factors related to the individual only because the word is personal.
These all things are personal to me. So personal factor are not the elements, or we
can say they are not the reasons related to. these are the factors that are this,
whatever they're within the person, whatever is related to me, they all are the
factors which comes under the personal factor.
These also includes individual health, the age, the sex, attention, interest, aptitude,
maturation, emotions, self-concept, learning styles and prayer knowledge. And
that what makes the thing different in a classroom. When we just look at a
classroom, then, like one student score more than the other child then might be
because the motivation level of the person X is different than the motivation level
of the person.
 MOTIVATION

Motivation can be defined as a inner state of a person. That leads and governs his
or her behavior. And the inner state provides stimulus to the various action of the
person that inner state with to which we are referring as a motivation that inner
state provides a stimulus to the various actions of that person, and thus, Stimulus
derives a person to work towards achieving some goal, and without that stimulus
that it's very difficult even to, you know, achieve the certain goal.
This is a core reason behind our choice of behavior, our feeling while doing a task,
even our speeding of working. the efforts that derive towards accomplishing a task
is more in some individual. It's not the same in another individual while sitting in
the same class with the same teacher and having the same socioeconomic status.
 MOTIVATION

So the magnitude of our efforts are interest and involvement in a task makes
something different now. For example –

Sonya has applied for one post of the nature conservative officer, a biodiversity
officer, and her father also works in a biodiversity park. She applied there for a
decent salary. she spends her time watching movies. She knows about many of the
film actor. She even wants to become an actor herself. She has a younger brother.
He's still in school, and he continuously researches various type of birds in that
area. He can identify very interestingly, the different species of bird, just by a look
like, just by a look like he can identify.
 MOTIVATION

That’s the, there's a speech, a species, and that species is that it is not a part of
his homework or any project, but he enjoys collecting pictures of a bird.

▪ Why did Sonya choose to apply for the post of Nature Conservation
officer ?

▪ Which area she can do better ?

▪ Why does her brother collect pictures of birds ?

▪ What career should her brother. Choose ?

 MOTIVATION

Motivation can be of two types.

MOTIVATION

INTRINSIC EXTRINSIC
MOTIVATION MOTIVATION
 MOTIVATION

Intrinsic motivation

The stimulus created by the inner self in inside. It's inner self. The stimulus
created by the inner self they direct us to do a task or behave in a particular
manner is intrinsic motivation.
Extrinsic motivation

When the cause of the stimulus is external to the person, it is known as a

extrinsic motivation. the forces from outside influencing the behavior of a
person are most common in our society. We frequently use these incentives to
control others' behavior.
 MOTIVATION

But when we just look at the extrinsic motivation, the end product is more
relevant than the process, and that's the main reason somehow that the intrinsic
motivation, because it is based on the internal factor, like it comes from a
deeper level, it lasts for the longer. And when it comes to the extrinsic
motivation, it ends till the goal is achieved.

The moment you achieve the goal, then it ends like, because that goal is a
product. Once you achieve that product, then it is an end product.
 MOTIVATION
Example of intrinsic motivation
when I was in school. Then one of my fellow colleagues, she came from a very, like a
high class, family in terms of highly valued family and. Staying in a joint family and
like the, like she was under the influence of her grandmother and all. She always tried
to keep the classroom clean. It's not only about her own seat, rather even if like I also
throw some paper or some wrapper after eating a chocolate like essay in the classroom,
then she also just went out of the way.
She just took the wrapper and put it in the dust bin. It's because, like she is having that
kind of a faith, she was having that kind of a value system from her grandmother,
which inspired, which motivates her to keep the classroom clean. And it gives, because
like she is an impression that the more the classroom is clean, the more positive energy
she can collect because it gives a kind of a positive vibes.
 MOTIVATION
Example of extrinsic motivation
whenever the principal supposed to come on the round, then I used to collect the paper,
like, you know, which I just put hair in there like, or whatever the wrappers was around
the class. So that's because of a kind of a, pressure and a fear that might be, if the
principal saw any of the, like dirt around my table, around my bench, then she will
punish me.

Then just because of that fear of inspection, like I'm also doing the cleaning of my
classroom, but it's because of the external factor and in the case in my friend's case,
because of the internal factor she's doing cleaning.
 ATTENTION

ACTIVE PASSIVE
ATTENTION ATTENTION