Blind Men and the Elephant

Blind Men and the Elephant An Integrated Approach to learning In contemporary psychology, learning is one of the key topics; however, defining it is a very complex thing. According to the general accepted definitions of learning, it is "understanding," "knowledge," or "comprehension" that is achieved with experience or practice. Due to the ill-defined terms such as mastery, comprehension, and knowledge that it contains, many psychologists would call this definition improper. Rather, we choose a description of learning that refers apparent behavior changes. Gregory A.

Kimble (1917-2006) suggested one of the popularly accepted definitions that describe learning as a comparatively lasting change in behavioral potentiality that happens due to reinforced practice (Kimble, as cited in Olson and Hergenhahn, 2013). Even though this meaning is well-liked, it is far from accepted across the world. Let's look at it more vigilantly before reviewing causes of disagreement over Kimble's description (Olson and Hergenhahn, 2013).

According to Stewart (2004; P.55), a learning method "depicts a person's preference for how to learn new skill or information." Some of us prefer listening and reflecting on what we hear: and some people choose to monitor i.e. The visual approach. Other people might state their preferences by telling that unless they truly experience it, attempt it, and sense what it is like, they do not learn something. Some people prefer learning better with music playing in the background, others might prefer total silence.

People clearly differ commonly in their way of learning, thinking and behaving. Hence, considering a particular method for learning is useful to consider. We all learn in a number of methods, but with specific preferences as emphasized by McCarthy, Kolb, and other learning style educationalists. What we all choose to learn is associated with the way or manner in which we learn and the way in which we go about learning (Herrman, 1988).

It was suggested that frustration and boredom will result if the learning modes are not matched with cognitive style and thus, would also require more effort for learning. The style preference that an individual has for learning is usually more or less related to their own level of competence. The basic assumption underlying this statement is that people tend to do those things better which they have a liking for (Herrmann, 1988).

Still it cannot be guaranteed that simply having a preference for a certain learning style does not imply that the prospect is good at what he/she has learnt. Argyris and Schon (1978) believe that learning occurs when one corrects their errors after detecting them. Initially, when bad things tend to happen, most of us normally start looking for other options that for the time being will be applicable. It can also be thus deduced that plans as well as rules are, instead of being queried, consciously taken out.

The name Argyris and Schon (1974) gave to this phenomenon is single-loop learning. Another differing response is questioning the dominant variables, and subjecting to a thorough critical analysis (double-loop learning). Single-loop learning takes place when strategies, frameworks, values, and objectives are taken for granted. The major implication is on "techniques and how they can be made more efficient" [Usher and Bryant: 1989; P. 87].

All the considerations that occur have a clear focus on trying to increase the effectiveness of the strategy, which is why other theories of learning do not explain learned behavior under the same circumstances and situations. On the other hand, in double-loop learning, the learning system's functioning is critically examined and questioned and thus results in the formulation of concrete strategies and goals. This is primarily the reason why other theories of learning do not explain learned behavior under the same circumstances and situations.

Another tool also referred to the cognitive taxonomy which was formulated by Benjamin Bloom is proving to be a very important tool. "Clear guidance and supervision is provided to processing diverse learning experiences as well as various thinking levels" [Frangenheim, 2005]. It is suggested by Bloom's taxonomy of learning (1956) that the range of learning is very complex; for instance, it can start from simple understandings and end at complex evaluations.

The aspects of this taxonomy presented by Bloom are: recall, familiarity, understanding or grasp, implementation, assessment, fusion, and valuation [Tuan and David, 2006; P. 156], alongside a greater emphasis being placed on each new level which is primarily the reason why other theories of learning do not explain learned behavior under the same circumstances and situations. The Kolb Approach A model was also developed by David Kolb which has since then been expanded and adapted numerous times.

It was determined by Kolb that 4 methods of learning are usually employed by people: active experimentation, reflective observation, abstract conceptualization, and concrete experience. Honey and Mumford (1992) also further elaborated these slides as theorizing, practical application, reflection, and action. It was stated by Kolb that "people tend to develop those learning styles over time that seem to have certain learning abilities in comparison to other people" [Kolb, 1984; P. 68]. For the 4 different modes that a respective person might opt for, the learning style inventory is utilized.

Furthermore, the learning style inventory scoring card depicts how a person perceives him or her as a learner [Kolb, 1984]. Once the graph is plotted on the chart, the results calculated through the inventory suggest that I tend to have a natural tendency towards Reflective Observation (RO), while the preferential learning style is Divergent.

The major implication is that the characteristics I possess provide me a vivid imaginative capability, the ability to generate out of the box ideas, viewing things differently than most other people, and being interested in different cultures and people. The 4 Mat System Another tool was developed by McCarthy (1981), which is called the 4 Mat System, which presents a certain model that can be used to assess and then accordingly address different kinds of styles.

This is primarily the reason why other theories of learning do not explain learned behavior under the same circumstances and situations. The basis that has been used for developing this tool is the work that has been carried out by Kolb (1984) and Gregorc and Butler (1981). The basic proposal of the system is that normal people tend to have a certain dominant learning style that is determined considering 3 certain trends: left-brained or right-brained tendencies, concrete or abstract tendencies, and reflective or active tendencies (McCarthy, 1981).

This is also why other theories of learning do not explain learned behavior under the same circumstances and situations. However, it is incredibly important that these various theories are adequately assessed in the first place as these would be utilized in determining and evaluating how I tend to learn. It was moreover also recognized by Kolb that this learning style inventory might not be always accurate.

It was suggested by Kolb (1984) that the cycle of learning of any particular person is involved in a continuous cycle and the concepts of the person are dependent on the level of experience that has been gained. The two skills that have been chosen for evaluation are presented below: Negotiation and Communication. These skills are used on an everyday basis and thus they are incredibly precious for every individual.

These skills will further be evaluated in consideration of the level of personal past experiences and effort will also be made for applying the theory. Negotiation I believe that negotiation is a very vital skill for any individual, especially in Lagos markets where the price of offerings is usually not based on the cost that has been incurred in producing the product plus a certain appropriate margin.

Good negotiation skills can make the vital difference of being made a fool and devising a deal that presents a win-win option to both parties involved. Specific examples cannot be provided as all the past experiences have more or less taken place in the same locations and even in the same situations, thus a more general approach will be used. My first experience with negotiating occurred when I used to go shopping for things with my mother.

Usually it would occur that I would secure a price that is almost half of what was originally asked by the seller, as most of the time such sellers are present in the market to exploit ignorant customers. The basic tricks while approaching such a seller is appearing to look disengaged and disinterested while the target has already been chosen from a few meters away.

The basic idea is to appear as if you do not have a need for the product or item that is being offered and it is usually wiser to let the seller begin the conversation as it can later be used as leverage against the seller; for instance, by implying that it is incredibly important for the seller to generate the sale and thus I am only a possible prospect that can allow this profitable exchange of goods or products to take place.

It is usually the cast that the sellers are required to sell their stock off by the end of the day and thus considerable advantages can be enjoyed. Sawyer and Guetzkow (1965) believe negotiation to be a process where more than one party, which could be big social units, groups, or individuals, comes into interaction for securing potential profitable agreements that act as a guide in determining and regulating their future behaviors (P. 466).

They believe that communication plays a vital role in this regard and both the parties actively participate to create, agree, and understand contracts that are mutually acceptable to both. It was also suggested Greene and Burleson (2003) that interdependence tends to be a vital aspect in negotiation as there is mutual dependence for both the parties if they want to effectively achieve their objectives and goals. This is primarily the reason why other theories of learning do not explain learned behavior under the same circumstances and situations.

Simultaneously, they are in the market competing for resources and striving to make different ends meet. Thus, all negotiations can be said to involve various motives that are implied through communication in the negotiation process. Thus, it can also be deduced that negotiation is then different from other forms of interactions such as group decision making, persuasion, and argumentation.

Negotiation tends to employ these various aspects, however, no extension is carried that is beyond such areas for creating and managing exchanges, dealing with ambiguous motives, and eventually, formulating acceptable solutions for both parties (Putnam and Roloff, 1992). Earlier in time, wealthy landlords would employ knights and mercenaries to determine who was right in case a dispute broke out. The one who won the battle was claimed as the winner of the dispute.

This job then shifted to the lawyers, and then onwards; law is continuously being waged for determining who is right and thus deserves to win. An increasing number of people now rely on more peaceful tactics such as negotiation rather than scaling a fully fledged war. The aim of all parties involved is coming up with conclusions, unlike the landlord, that are mutually acceptable to both parties. "When the parties end up mutually devoted to fulfilling the agreement they have made, a successful negotiation has taken place." [ Cohen, 2002; P.3].

"For a successful negotiation process, fairness is an essential element" [Cohen, 2002; P.3]. It is crucial to note that negotiation is not a competitive sport; but this does not denote that the parties are not competing with each other, yet our purpose is not to defeat the rivals in the contest [Cohen, 2002; P.3].

Stressing on this ability, I have discovered with time, through trial and error and experience, that it is generally better not to initiate negotiation to provide you the advantage for having the best deal or compromise for your own. Someone else's approaches are not often as deeply divergent as they may seem to be at first; it is very likely that the other person has very dissimilar objective from the ones we anticipate.

I also discovered that in this skill, a reasonable degree and extent of ethical issues are involved, such as how destructive can we be? Should the other party's fear be used against them? For instance, just to know the other party's need for money regardless of how little it is, you go as low as possible. It was also discovered by me that I was less hostile in the process and became fair when I placed myself in their position.

Communication In one of our professional skills class, I undertook a communication skills exercise. The job given was to sketch shapes that were explained by our group member. This job was mostly puzzling.

One issue was not having English as the mother language of the person explaining, who found it difficult explaining many things, such as explaining a "diagonal line." Principally in my opinion, communication is and could be the essential ability any person could have; absence of this ability means there will be no teamwork, our social skills will be very low, and we will be unable to negotiate; furthermore, uncertainty would happen with poor communication even resulting in failures" (John, 2001; P. 1).