Metaphor: Learning can be the medium between cognition and problem solving.
In order to learn, cognition is the first step. A person needs to process the information that comes into their minds. Then, they must decide on what category they want to place the new concept into. After cognition, learning can begin. Over time, learning can give birth to the use of problem solving techniques in the classroom. Learning tends to involve associating new items with old items. James (1899) stated that “An educated memory depends on an organized system of associations; and its goodness depends on two of their peculiarities: first, on the persistency of the associations; and, second, on their number" (p. 89).
In contrast, Vygotsky (1935) states that “Learning is considered a purely external process that is not actively involved in development. It merely utilizes the achievements of development rather than providing an impetus for modifying its course” (p. 79). I believe that learning begins internally while Vygotsky believes that learning occurs externally first.
Learning in the classroom involves interacting with the teacher and other students within the classroom environment. Overall, learning can occur individually because some students prefer to learn on their own while other students prefer to learn within a social setting. Airisian & Walsh (1997) found that “Within the sociocultural perspective, knowledge is seen as constructed by an individual’s interaction with a social milieu in which he or she is situated, resulting in a change in both the individual and the milieu” (p. 445). As noted, learning can occur individually as well as with the help of those in the classroom environment.
Airasian, P. W., & Walsh, M. E., (1997). Constructivist cautions. Phi Delta Kappan, 78(1), 444-449.
James, W. (1899). Talks to Teachers. New York: Henry Holt and Company.
Vygotsky, L. S. (1935/1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
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