Evolution of theories of learning and education in academic environment

Abstract

The paper presents analysis of the development of approaches to studying the models of learning and education in academic environment in a chronological order. The conceptual principles of the basic directions for the development of theoretical specifics of training and education in different age groups at different levels of education are considered. There is assessed an extensive typology of theories of education and upbringing, whose spectrum of fundamental directions includes behaviorism, cognitivism and experimentalism. Special attention is paid to the specific features and differences relevant to the social learning models. A relatively new theory of constructivism is considered, which emphasizes the complex nature of learning and cognitive mechanisms that a person uses to critically comprehend past knowledge. Due to studying the trends of scientific thought of different years, as well as the key approaches to organizing the educational process in the different educational institutions and the assessment of the academic involvement of subjects of education and upbringing, ineffective conventions in learning were identified, the list of which is accompanied by a graphical interpretation of the schematic connections of incentives for learning and motives for involvement in the educational processes. There have been analyzed theories that help to reveal the nature of education implemented within the framework of various approaches of formal and non-formal education. Conclusions are drawn about the possibilities of the influence of theories of education on the relationship of parents and children, on the processes of education and upbringing from various positions.