ICS Calendar Title: Ways of Learning

ICS Course Code: ICSD 120305/220305 F12, CSTC 1540

Instructor: Dr. Douglas Blomberg

Term and Year: Fall 2012

Last Updated: July 11, 2012


1. Aims

2. Rationale

3. Outline

4. Description and Weighting of Elements to be Evaluated

5. Texts

6. Readings

1. Aims

Participants in the course will:

2. Rationale

The focus of this course is an evaluation of significant theoretical orientations to learning, deriving insights from these perspectives while reframing them within a biblical view of the person, knowing and education. This will provide participants with the tools to continue the investigation of appropriate approaches within their own school context, building on the knowledge gained in their initial preparation for teaching and ongoing professional development.


A teacher’s interest in learning theories for the most part concerns how these might inform their professional practice. For this reason, John Van Dyk’s The Craft of Christian Teaching is employed to contextualize these theories within issues of instructional strategy, commencing with a consideration of what Van Dyk means by “teaching Christianly”.

3. Outline

1.          The problem of learning.

2.          Craniums, creation, cognition.

3.          Theorizing in Christian perspective

4.          Development and learning: Problem-solving, insight, activity.

5.          Piaget and constructivism.

6.          Situated cognition.

7.          Development and learning: cognitive science.

8.          Ways of wisdom. Multiple Intelligences theory. Learning styles

9.          Integrated and differentiated instruction

10.       Research into teaching.

11.       Values education: moral, spiritual etc.

12.       Faith and imagination.

4. Description and Weighting of Elements to be Evaluated

1.           On-line Discussion Forum

              Length:                        Minimum total of 3,000 words for weekly postings

              Weighting:               30%


2.           Action Research Project

              Length:                        3,000 – 4,000 words

              Weighting:               70%

5. Texts

Phillips, D.C., and Jonas F. Soltis. (2009). Perspectives on learning. 5th ed. New York: Teachers College Press. (120pp)

Silver, H. F., Strong, R. W., & Perini, M. J. (2000). So each may learn: integrating learning styles and multiple intelligences. Alexandria, VA: Association for Supervision and Curriculum Development. (124pp)

Van Dyk, J. (2005). The craft of Christian teaching: a classroom journey. 2nd ed. Sioux Center, IA: Dordt Press. (308pp)   Approx 720pp.

6. Readings

Beck, C. R. (2001). Matching teaching strategies to learning style preferences. The Teacher Educator, 37(1), 1-14.

Bereiter, C. (1991). Implications of connectionism for thinking about rules. Educational Researcher, 20(3), 10-16.

Bereiter, C. (1994). Constructivism, socioculturalism, and Popper’s World 3. Educational Researcher, 22(7), 21-23.

Blomberg, D. G. (2009). Multiple Intelligences, judgment, and the realization of value. Ethics and Education, 4(2), 163-75.

Blomberg, D. G. (2011). “The heart has reasons that reason cannot know”: Neurobiology, an integral anthropology, and pedagogy. Paper presented at the Religious Education Association Conference, Toronto.

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.

Bruning, R. H., Schraw, G. J., & Ronning, R. R. (2011). Problem-solving and critical thinking. Cognitive psychology and instruction. 5th ed. Upper Saddle River, NJ and Columbus, OH: Merrill-Prentice Hall, pp. 160-191.

Caine, R. N. & Caine, G. (2011). Natural learning for a connected world: education, technology, and the human brain. New York, NY: Teachers College Press, pp. 74-80, 83-90.

Clouser, R. A. (2005). Theories in psychology. The myth of religious neutrality: an essay on the hidden role of religious belief in theories. 2nd ed. Notre Dame and London: University of Notre Dame Press.

Denig, S. (2004). Multiple intelligences and learning styles: two complementary dimensions. Teachers College Record, 106(1), 96-111.

Driscoll, M. P. (2005). Situated learning. Psychology of learning for instruction. 3rd ed. Boston, MA: Allyn & Bacon.

Egan, K. (2005). A tool kit for learning. An imaginative approach to teaching. San Francisco, CA: Jossey-Bass, pp. 1-37.

Fowler, J. W. (1995). Faith as imagination. Stages of faith. Blackburn, Aust.: Dove Communications, pp. 24-31.

Gardner, H. (1999). Are there additional intelligences? Intelligence reframed: multiple intelligences for the 21st century. New York, NY: Basic Books, pp. 47-66.

Groome, T. (1998). A reasonable wisdom: “Thinking for life.” Educating for life. Allen, Texas: Thomas More, pp. 267-315.

Jensen, E. (2005). Emotional states. Teaching with the brain in mind. 2nd ed. Alexandria VA: Association for Supervision and Curriculum Development, pp. 68-80.

Joldersma, C. (2011). Ernst von Glasersfeld’s radical constructivism and truth as disclosure. Educational Theory, 61(3), 275-293.

Kemmis, S., & McTaggart, R. (Eds.). (1988). The action research planner. 3rd ed. Burwood, Vic: Deakin University, pp. 8-22.

Meece, J. L., & Daniels, D. H. (2008). Cognitive development: information processing and intelligence theories. Child and adolescent development for educators. 3rd ed. New York, NY: McGraw-Hill.

Mitchell, I. (1992). A perspective on teaching and learning. In J. R. Baird & J. R. Northfield (Eds.) Learning from the PEEL experience. Melbourne: Monash University Printing Services, pp. 178-193.

Phillips, D.C. (1995). The good, the bad, and the ugly: the many faces of constructivism. Educational Researcher, 24(7), 5-12.

Posner, M. I. (2004). Neural systems and individual differences. Teachers College Record, 106(1), 24-30.

Renzulli, J. S., Gentry, M., & Reis, S. M. (2004). A time and a place for authentic learning. Educational Leadership, 62(1), 73-77.

Seerveld, C. (1980). The fundamental importance of imaginativity within schooling. Rainbows for the fallen world: aesthetic life and artistic task. Toronto, ON: Toronto Tuppence Press, pp. 138-155.

Seerveld, C. (2000). A Christian tin-can theory of the human creature. In C. Bartholomew (Ed.), In the fields of the Lord: a Calvin Seerveld reader. Carlisle, UK and Toronto, ON: Piquant and Toronto Tuppence Press, pp. 102-116.

Shearer, B. (2004). Multiple intelligences theory after 20 years. Teachers College Record, 106(1), 2-16.

Sprenger, M. (2008). A matter of memory. Differentiation through learning styles: Memory: the brain in action. 2nd ed. Alexandria, VA: ASCD, pp. 49-64.

Van Brummelen, H. (1998). Nurturing students in community. Walking with God in the classroom: Christian approaches to teaching and learning 2nd ed. Seattle, WA: Alta Vista College Press, pp. 185-214.

Wolterstorff, N. (1980). Internalizing tendencies. Educating for responsible action. Grand Rapids, MI: CSI Publications/Eerdmans, pp. 63-73.

Zull, J. E. (2004). The art of changing the brain. Educational Leadership, 62(1), 68-72.


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