FocusEmphasizing relevance in formal educational settings
- Knowledge is … information
- Knowing is … using information
- Learner is … an information processor (individual)
- Learning is … inputting (and associated computer-based notions, such as processing, storing, and retrieving)
- Teaching is … transmission (of information)
SynopsisFunctional Contextualism is an instruction-focused variation of Cognitivism that emphasizes relevance. For instance, topics should be made as relevant as possible by linking to learners’ established understandings. Activities should be made relevant by using materials and equipment that learners will actually be using after completing their studies. Assessment should be relevant to the particular learners and their particular situations.
CommentaryFunctional Contextualism was originally developed for adult technical and literacy training, and that narrow focus might help to explain its instrumental emphases. Proponents seem to be entirely unaware of the perspectives roots in Brain-as-Computer Discourses.
Authors and/or Prominent InfluencesTom Sticht
Status as a Theory of LearningFunctional Contextualism is not a theory of learning.
Status as a Theory of TeachingFunctional Contextualism is a theory of teaching.
Status as a Scientific TheoryFunctional Contextualism meets none of our criteria of a scientific theory.
Please cite this article as:
Davis, B., & Francis, K. (2020). “Functional Contextualism” in Discourses on Learning in Education. https://learningdiscourses.com.
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