Page 146 - Learning to Learn

READING EXPERIENCE 6: M ETHODOLOGIES: UNLOCKING PROCESS KNOWLEDGE
146 L EARNING TO LEARN: BECOMING A SELF-GROWER
discipline-based research reduces the creativity and efficiency of the innovation process. Educators and
researchers value the originality that results from the use of multiple perspectives.
Arguments for Increased Use of Methodologies
For each of the four reasons or barriers to the use of methodologies presented in the preceding section,
there are equally compelling counter arguments to consider.
First, although learners often do use the prescribed steps in methodologies as a crutch, this is a learning
facilitation issue rather than an inherent flaw of these tools. When a methodology is used to introduce nov-
ices to a complex process, it serves as a conceptual “bridge” for a complex process. Novices need to real-
ize that skilled performers use an essential set of steps that includes some that the novices do not use yet.
Second, although a methodology is less rich than an expert’s approach, it is essential to have a way to lead
novices through the initial learning in a reliable way so that they can proceed to learn the more subtle as-
pects. This suggests the significance of the differences in perspective and learning needs of experts versus
novices. The educational process will produce stronger knowledge and performance outcomes if novices
are guided through the details that experts have long ago internalized.
Third, although it is common to create methodologies to fit specific tasks, a stronger approach is to create
them for generalizable processes such as problem solving. Many educators believe that methodologies
cannot cross boundaries such as those between humanities and the sciences. Woods (2000), however,
identified 150 ways that the basic problem-solving methodology is used across disciplines.
Fourth, although methodologies can inhibit creativity and innovation, it is easy to underestimate the sig-
nificance of establishing correct patterns. Schön (1987) provides a series of detailed professional teaching/
learning examples (e.g., from architectural design, musical performance, counseling) that demonstrate the
importance of starting with a disciplined method, protocol, recipe, algorithm, procedure, or technique to
ensure proper attention to main principles before trying to resolve the special or detailed problems related
to a current context. Architecture students described by Schön hit barriers in their designs when they paid
attention too soon to a later stage in their methodology, e.g., by trying to design the shape of a building to
fit the landscape before ascertaining all the needs, functions, and features.
In producing curriculum and associated learning resources, all disciplines use methodologies as education-
al tools to help novices become more practiced and professional. An essential purpose of methodologies
is to direct learners’ attention to the criteria and assessment steps that help to define useful outcomes from
a process. With a sound foundation, they can progress to internalize metacognitive uses of methodologies.
Internalization of Methodologies
Internalization is the psychological process of moving one’s ability to perform from reliance on external
cues or guidance (e.g., from a parent or teacher) to reliance on a “mindful” personal representation of a
process that can be used flexibly across contexts.
The internalized process skills of individuals need little mental attention unless a challenging situation
arises. This type of knowledge is also known as “implicit” or “procedural” knowledge. “Natural genius”
is a higher level use of internalized process knowledge, but the natural genius may not be metacognitively
aware of the learning history that has produced his or her effortless performance. Both novices and experts
can increase their growth in process knowledge through cycles of assessment and reflection. Until such
conscious efforts are made, individuals’ flexibility will be restricted and their metacognitive understanding
limited.