Julie's Philosophy of Learning
For the philosopher Sartre, becoming a fully functioning adult depends upon the choices one makes.
Sartre says we should not be passive in the face of authority. Life is only going to be what we make
it. There will only be, what there will be, only if I permit it. In other words, learners construct
meaning from their environment (Morgan, 2005). While Sartre’s form of constructivism is
part of his existentialist philosophy, it echoes the views of Vygotsky, Oliver, and others who support a constructivist view of learning.
Sartre says we should not be passive in the face of authority. Life is only going to be what we make
it. There will only be, what there will be, only if I permit it. In other words, learners construct
meaning from their environment (Morgan, 2005). While Sartre’s form of constructivism is
part of his existentialist philosophy, it echoes the views of Vygotsky, Oliver, and others who support a constructivist view of learning.
Human beings are faced with choices. I can be like Eeyore in Winnie the Pooh, as Eeyore only goes through life blaming everything on luck, or in his case, bad luck, and the refusal of life or people to go in his direction. Eeyore’s gloomy
philosophy is expressed in his statement: “Thanks for noticin’ me.” Eeyore can opt out and be the epitome of gloom waiting for others and life, or, as Sartre would prefer, he can take action and assume responsibility for his life.
philosophy is expressed in his statement: “Thanks for noticin’ me.” Eeyore can opt out and be the epitome of gloom waiting for others and life, or, as Sartre would prefer, he can take action and assume responsibility for his life.
If you lose your tail, go look for it. That is my way of reminding myself that I need to be an active learner and engaged in
learning. I agree with Sartre that as a learner, I have to assume some responsibility for my learning.
In the classroom, when students are not highly motivated or would prefer the easy way, I will grab the nearest, biggest text book, and put it on my head and say, “Learning does not happen by osmosis.” My greatest challenge is to motivate
learners not to be Eeyores.
learning. I agree with Sartre that as a learner, I have to assume some responsibility for my learning.
In the classroom, when students are not highly motivated or would prefer the easy way, I will grab the nearest, biggest text book, and put it on my head and say, “Learning does not happen by osmosis.” My greatest challenge is to motivate
learners not to be Eeyores.
Learning requires hard work and happens as learners interact with each other. To interact, means I must be an active learner and do my part, while giving others a chance to grow and learn as well. This affirms Vygotsky’s theory that “social interactions can facilitate learners’ progression to more advanced ways of thinking and problem solving.” (Morrison, Ross, & Kemp, 2007, p. 355) Learning is cooperative. Some accuse Sartre of only offering words of existential hopelessness. However, Sartre offers his brand of hope, which is to take action or at least negotiate in a situation taking control or responsibility for what one can.
For both Sartre and Vygotsky, learning involves action and negotiation. Wisdom is knowing when to act and when not to. As an instructor, I am daily involved in interaction and negotiation with my students. Wisdom is knowing when to act and when to take a step back, letting students engage in “problem solving, cooperative tasks, and discovery learning (Morrison, Ross & Kemp, 2007, p. 355)
References
Morgan, J. H. (2005). Naturally good: A behavioral history of moral development, from Charles Darwin to E.O.
Wilson. South Bend: Cloverdale.
Morrison, G. R., S. M. Ross, & J.E. Kemp. (2007). Designing effective instruction.
5th ed. Hoboken: Wiley.
References
Morgan, J. H. (2005). Naturally good: A behavioral history of moral development, from Charles Darwin to E.O.
Wilson. South Bend: Cloverdale.
Morrison, G. R., S. M. Ross, & J.E. Kemp. (2007). Designing effective instruction.
5th ed. Hoboken: Wiley.