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Theories may not fit wholly into one quadrant but most often one quadrant is dominant. We place a learning theory in a particular quadrant based on the emphasis of the theory. Is there a correct quadrant? Probably not, as they all emphasise certain aspects of the learning process. Many contemporary theories of learning emphasise the interaction between the learner and their world[2] reflecting a current move towards the interactive quadrant. To gain an accurate, broad picture of the learning process, it is important to view it from a number of different angles.
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Matrix of Perspectives
Your Learning Theories Profile results are presented on a Matrix of Perspectives. [1] The Matrix of Perspectives is a model that situates learning theories according to the way the learner and the environment are viewed. The four quadrants of the Matrix of Perspectives are formed by the intersection of two continua that represent the degree to which the environment and the learner are active in determining the learner’s development.
In which quadrants are your theories situated? With which learning theorists?
Interactive
The Interactive quadrant includes theorists who view learning as a reciprocal interaction between an active learner and an active environment. These include Vygotsky, Bandura and Bronfenbrenner.
Learner Active
The Learner Active quadrant includes theorists who view the learner as the dominant contributor to the learning process. These include Piaget, Kohler and Erikson.
Environment Active
Theorists who have viewed the environment as dominantly active are represented in the Environment Active quadrant and include behaviourists Skinner, Watson and Pavlov.
Passive
Theorists who depict learning as a predetermined process that cannot be challenged through active intervention on the part of the learner or the active environment are located in the Passive quadrant. Theorists include the maturationist, Gessell, the evolutionist, Darwin and eugenicist, Galton.
1. Bowler, J., Annan, J. and Mentis, M. (2007). Understanding the learner-environment relationship: A matrix of perspectives, School Psychology International, 28, 387–401.
2. Annan, J., & Priestley, A. (in press). A contemporary story of school psychology: Relevant for all children. School Psychology International.