Authentic Learning

AKA

Authentic Education

Focus

Structures and emphases to support individual learning

Principal Metaphors

  • Knowledge is … personal constructs
  • Knowing is … engaging meaningfully
  • Learner is … an active agent (individual learning)
  • Learning is … constructing
  • Teaching is … guiding, facilitating

Originated

early-1900s

Synopsis

Authentic Learning is used to refer to a great variety of perspectives on learning and teaching – making it easier to describe in terms of what it isn’t than what it is. Authentic Learning is not traditional standardized education; it is not teacher-centered; it is not organized around a fact-focused, pre-set curriculum. Typical (but not universal) qualities include active exploration, higher-order thinking, meaningful social interaction, real-world problems, learner-relevant topics, and differentiated teaching strategies. Mentions of "constructivism" tend to figure prominently, but interpretations span the full spectrum from simple invocation of the Construction Metaphor to more sophisticated treatments of Radical Constructivism. Authentic Learning is typically aligned with (and often treated as synonymous to):
  • Developmentally Appropriate Practice – Both an educational philosophy and a teaching approach, Developmentally Appropriate Practice is about tailoring topics and experiences to the learner's cognitive, physical, emotional, and social levels of development. It it usually discussed in relation to specific Developmental Discourses.

Commentary

Authentic Learning is sometimes perceived as a coherent educational movement, but it is actually fragmented and oftentimes at odds with itself.

Authors and/or Prominent Influences

Diffuse

Status as a Theory of Learning

Authentic Learning is not a theory of learning.

Status as a Theory of Teaching

Most versions of Authentic Learning are theories of teaching.

Status as a Scientific Theory

While some versions of Authentic Learning are associated with robustly supported practices, broadly speaking, the discourse is more appropriately understood as ideological than scientific.  

Subdiscourses:

  • Developmentally Appropriate Practice

Map Location



Please cite this article as:
Davis, B., & Francis, K. (2020). “Authentic Learning” in Discourses on Learning in Education. https://learningdiscourses.com.


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