A Literature Review Into Two Current Theories of Learning, and Their Implications for Teaching

1327 WordsSep 27, 20136 Pages
Element 1 – A literature review of two current theories of learning, and their implications for a teaching. Two current theories of learning: Emotional Intelligence and Guy Claxton’s ‘Learning Power’. In this study two current theories of learning will be scrutinised to reveal their implications for teaching today. First, each theory will be outlined and its source identified. Second, any convergences and divergences between the two theories will be analysed, and finally implications for practice evaluated. According to Salovey (2008) “EI refers to the ability to process emotion-laden information competently and to use it to guide cognitive activities such as problem solving and to focus energy on required behaviors.” Caruso, Mayer & Salovey (2004, p199) qualified this by dividing Emotional Intelligence into four areas: “the ability to (a) perceive emotion, (b) use emotion to facilitate thought, (c) understand emotions, and (d) manage emotion.” Several meanings were derived from the emergence of EI as a concept. First, that there was a ‘new way’ to measure intelligence, that no longer relied on IQ alone, second, that this could be learned and improved, and third that it could act as a predictor of future success for individuals (ibid). This breakdown was first adopted by Salovey & Mayer in 1990, and later adapted by Daniel Goleman in his 1995 bestseller Emotional Intelligence: Why it Can Matter More Than IQ (Rietti, 2008). The implications for the use of EI in education extend far beyond the individual student level. Goleman (2005) suggests that it is useful in assessing and improving teacher effectiveness, workplace stress and the culture of individual schools to engender teamwork and engagement. This provides some reason for the attractiveness of EI as a concept in education. Learning power is the term coined by Claxton (1999, 2002)

More about A Literature Review Into Two Current Theories of Learning, and Their Implications for Teaching

Open Document