My Learning Philosophy
As a woman in my 40s, I've realized that learning isn’t just about textbooks or degrees—it’s a lifelong journey woven into my daily experiences. Whether mastering new software, helping my kids with homework, or exploring landscape photography, I’m constantly evolving.
Real learning happens when I dive in. Reading about photography is one thing, but experimenting with my camera—embracing trial and error—is where the real growth occurs. The lessons that stick are the ones I’ve lived, struggled through, and ultimately conquered.
My emotions, mindset, and relationships shape how I learn. Stress can make new challenges feel impossible, while support and the right headspace make learning exciting. This aligns with Piaget and Vygotsky’s theories on how experiences and interactions shape knowledge.
Looking back, my biggest learning moments weren’t planned—they emerged from life’s unexpected twists. Each experience, from career shifts to parenting challenges, has deepened my understanding, proving that I’m not just learning—I’m learning better than ever.
My Beliefs about Learning
I believe that learning is an inherently active, emotional, and social process. People learn best when they feel supported, engaged, and motivated to explore new ideas. However, true learning does not happen in isolation, but it flourishes in an environment that nurtures curiosity, resilience, and emotional well-being. As a woman that obtained a special education bachelors degree while working as a sales manager in the oil and gas industry, my perspective on learning has been shaped by both educational theory and real-world experience.
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My belief aligns with Vygotsky’s (1978) Zone of Proximal Development, which emphasizes that learning happens most effectively when individuals are challenged just beyond their current abilities within a supportive, social environment. But beyond cognitive challenge, I believe that a positive emotional state is just as important. Learning is not just about absorbing information—it’s about how we process experiences, manage setbacks, and grow from mistakes.
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I believe emotions play a fundamental role in learning. When learners feel stressed, overwhelmed, or unsupported, their ability to focus and retain information decreases (Zhou & Brown, 2015). On the other hand, when they feel safe, encouraged, and capable, they are more willing to take risks, make mistakes, and persist through challenges. I firmly believe that failure is not an endpoint but a critical part of the learning process—every mistake provides an opportunity to adapt, reflect, and improve.
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I have confidence that this is where tools like Mightier become valuable. Mightier helps learners build emotional resilience through biofeedback games, allowing them to practice self-regulation, focus, and frustration management in a safe environment. By integrating emotional intelligence into the learning process, we empower learners to stay engaged, navigate challenges with confidence, and develop the focus needed to flourish in any learning environment.
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Ultimately, learning is most meaningful when individuals feel empowered to explore, supported through their struggles, and encouraged to embrace mistakes as stepping stones to growth. My learning philosophy is rooted in the belief that a flourishing environment where one can prioritize emotional well-being, resilience, and focus is the foundation for deep, lasting learning.
By providing a safe environment for practicing emotional regulation skills, such technology helps learners build the foundational emotional competencies necessary for tackling complex challenges. When individuals can effectively manage stress and frustration – whether in a classroom, boardroom, or on an oil rig, they're better positioned to engage in deeper learning and problem-solving.
My Perspective on Teaching vs. Learning
Teaching and learning represent distinct processes in education. While learning emerges from a student's internal journey of discovery and understanding, teaching serves as the intentional design of experiences that enable this growth. As Dwayne Harapnuik (2023) suggests, the focus should be "on the learning" rather than on rigid teaching methods. Teaching should not be about the mere transfer of knowledge; rather, it should create an environment where learners feel empowered to explore, ask questions, and develop their own understanding (Harapnuik, 2023).
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My perspective aligns with the idea that educators should act as facilitators rather than instructors, guiding learners through experiences that help them develop critical thinking, problem-solving skills, and self-efficacy. This is especially important in today’s digital age, where learners have access to vast amounts of information. Instead of being passive recipients of knowledge, they must learn how to analyze, apply, and synthesize information in meaningful ways (Proctor, 2022).
This philosophy directly connects to my work with the Mightier app, which fosters emotional intelligence through biofeedback technology. By integrating tools like Mightier, learning environments can shift toward self-directed and self-regulated learning, reinforcing the idea that learners are active participants in their own growth. This application exemplifies how technological tools can transform learning spaces into environments that promote self-directed development, where learners take an active role in their educational journey (Zhou & Brown, 2015).
Beliefs About Myself as a Learner
My perspective on learning is shaped by Constructivist and Cognitivist theories, emphasizing active engagement, meaning-making, and cognitive processing (Piaget, 1952; Bruner, 1966). I learn best when I can connect new knowledge to past experiences and apply it in meaningful ways.
I also recognize that emotions play a crucial role in learning. When I feel focused, supported, and in control, I engage more deeply.
I believe that learning is a lifelong journey, and I never want to stop growing intellectually and personally. Curiosity drives me, and I am most engaged when I can explore new ideas, challenge my thinking, and apply knowledge in real-world situations. Vygotsky’s (1978) Zone of Proximal Development reinforces my belief that learning happens best when we are pushed slightly beyond our current abilities with the right support.
Mistakes, rather than setbacks, are opportunities for growth. Inspired by Dweck’s (2006) Growth Mindset, I embrace challenges, persist through difficulties, and continuously refine my understanding. By balancing cognitive strategies, emotional resilience, and active learning, I create the best conditions for my growth, ensuring that I continue to evolve. Through curiosity, persistence, and a commitment to lifelong learning, I strive to grow not just in knowledge but in adaptability, understanding, and the ability to make meaningful contributions to the world around me.
The Foundations of My Learning Philosophy: Integrating Constructivism and Cognitivism
My learning philosophy is grounded in Constructivist and Cognitivist learning theories, emphasizing that learning is an active and reflective process rather than passive information absorption (Bransford et al., 2000). I believe that genuine learning occurs when students actively engage with material rather than passively receiving information (Bruner, 1966; Piaget, 1952). Also, Bransford et al. (2000) emphasize that meaningful learning occurs when students engage in experiences that challenge their thinking while receiving appropriate support. These both stem from research demonstrating how learners build understanding by connecting new concepts with their existing knowledge.
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The Constructivist approach, developed through the research of Piaget and Vygotsky, emphasizes the importance of learning environments that are both collaborative and supportive. I particularly value Vygotsky's concept of the Zone of Proximal Development, which suggests that optimal learning happens when students are challenged just beyond their current abilities while receiving appropriate guidance (Vygotsky, 1978).
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The second cornerstone of my approach draws from Cognitivist principles, particularly the work of Bruner and Sweller. They explore how our minds process and retain information (Bruner, 1966; Sweller, 1988). Their research shows the importance of managing cognitive load – ensuring that learning tasks are structured to optimize mental processing and memory formation (Miller, 1956). This is important with focus on teaching strategies that enhance concentration, critical thinking, and information retention. Additionally, the Cognitivist perspective helps explain how learners process, retain, and apply knowledge efficiently. Sawyer (2006) highlights the importance of structuring learning environments that foster critical thinking and problem-solving. By incorporating cognitive strategies such as scaffolding, chunking information, and fostering metacognitive awareness, I create opportunities for deeper understanding and long-term knowledge retention (Sawyer, 2006).
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I find that integrating both Constructivist and Cognitivist approaches creates a powerful learning environment. This combination supports students in not just acquiring knowledge, but in developing the ability to apply and refine their understanding through hands-on experience. By balancing these approaches, I aim to cultivate curiosity, emotional resilience, and adaptability in learning. This perspective guides my approach to education and professional development, ensuring that learning remains an engaging, self-directed, and lifelong process.
Learning and Teaching: Complementary Philosophies in Education
Learning and teaching philosophies work hand in hand, each playing a distinct yet complementary role in education. Learning philosophy places the student at the heart of the educational journey, recognizing that knowledge acquisition is deeply personal and active. Students don't just passively receive information – they interact with it, process it, and make it their own through personal experience and social interaction. This view draws from influential theorists like Piaget and Vygotsky, who emphasized the importance of self-directed discovery and social learning.
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Teaching philosophy, meanwhile, focuses on how educators can best support this learning journey. Rather than simply transmitting information, effective teaching creates an environment where curiosity flourishes and students feel empowered to explore. Drawing from Bruner's insights, this approach positions teachers as guides who provide structure and support while allowing students to take ownership of their learning process. Teachers offer tools, constructive feedback, and meaningful opportunities for engagement, helping students develop the skills they need to become independent learners.
These philosophies complement each other naturally – while learning philosophy recognizes students as active creators of their own understanding, teaching philosophy outlines how educators can best nurture and support this process. Together, they create a framework where students can thrive through guided exploration and discovery.​
Driving Innovation and Change Through My Learning Philosophy
My learning philosophy directly influences my innovation plan and my role as a change agent by shaping the way I implement and advocate for meaningful learning experiences. I believe that successful innovation in education and professional environments requires fostering adaptability, curiosity, and emotional resilience—all of which are core elements of Constructivist and Cognitivist learning theories. Fullan (2013) emphasizes that meaningful educational change occurs when learning environments encourage active participation and collaboration, reinforcing my belief that learners must be engaged in self-directed and reflective learning experiences.
One way I put this into practice is through the Mightier app, an innovative tool that helps learners develop emotional regulation skills through biofeedback technology. Emotional resilience is crucial for learning, as stress and frustration can hinder cognitive processes (Zhou & Brown, 2015). By integrating Mightier into learning environments, I aim to empower students to manage emotions effectively, enhance focus, and improve problem-solving skills, all of which contribute to a more adaptive and self-directed approach to learning.
As a change agent, my role is to create an environment where learning is active, self-directed, and supported by research-based strategies. Whether implementing new technologies, improving professional development, or leading initiatives, I prioritize learning experiences that are interactive, reflective, and connected to real-world applications. By incorporating cognitive strategies, emotional regulation, and a focus on critical thinking, I can help others embrace change, develop new skills, and thrive in dynamic environments.
Ultimately, my learning philosophy drives me to continuously grow, challenge traditional methods, and empower others to take ownership of their learning, making change both sustainable and impactful (Fullan, 2013).
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Annotated Bibliography
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and
school. National Academy Press.
This book explores how prior knowledge influences new learning, emphasizing the
importance of active learning, feedback mechanisms, and reflection. It presents research
on cognitive development, demonstrating how learners construct knowledge through
engagement.
The authors effectively bridge theory and practice, offering research-backed strategies for designing effective learning environments. Their discussion of learning as an interactive, iterative process makes this work a valuable resource for understanding Constructivist and Cognitivist approaches.
​Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press.
Bruner introduces the concept of discovery learning, a key element of Constructivist theory, which posits that learners acquire knowledge through problem-solving and exploration. His work underscores the significance of scaffolding and the spiral curriculum, where learners revisit concepts at increasing levels of complexity.
The book presents a compelling argument for hands-on, student-centered learning, but it lacks direct empirical studies to support its claims. Nonetheless, its theoretical foundation has been highly influential in educational research and curriculum design.
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Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Dweck explores the role of motivation and belief systems in learning, emphasizing how a growth mindset fosters resilience and academic achievement. She differentiates between fixed and growth mindsets, showing how learners' attitudes toward intelligence impact their success.
Her research is widely applicable across educational and professional settings, with strong empirical support. However, some critiques argue that mindset interventions alone may not be sufficient for large-scale educational change without systemic support.
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Fullan, M. (2013). The new pedagogy: Students and teachers as learning partners. Learning
Landscapes, 6(2), 23-28.
Fullan discusses the shift from teacher-directed learning to collaborative, student-centered instruction. He highlights the role of educators as facilitators who guide students in meaningful, inquiry-based learning experiences.
The article provides valuable insights into modern pedagogical approaches but focuses more on theoretical perspectives than detailed implementation strategies. Nonetheless, it is useful for understanding the role of educators in fostering innovation and change.
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Harapnuik, D. (2023). Learning philosophy. Retrieved from http://www.harapnuik.org/?page_id=95
Harapnuik advocates for a shift from content delivery to learning-focused education. He emphasizes the importance of creating authentic, engaging learning environments that foster deep understanding.
His argument is well-supported by Constructivist principles, but the resource is more of a personal perspective rather than an empirical study. It is useful for educators looking to align their philosophy with progressive teaching approaches.
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Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for
processing information. Psychological Review, 63(2), 81-97.
Miller’s research on working memory capacity identifies cognitive limits in processing information, which has significant implications for instructional design. His findings contribute to Cognitive Load Theory, guiding how information should be structured for optimal retention.
While foundational, the study does not account for variations in individual cognitive abilities or the role of long-term memory in learning. However, it remains a cornerstone of cognitive psychology and instructional design.
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O'Neill, L. (2020, June 15). Big 3 learning theories: Behaviorism, cognitivism, constructivism [Video].
YouTube. Retrieved from https://www.youtube.com
This video provides a concise overview of three major learning theories, explaining their core principles and educational applications. It effectively highlights the differences between Behaviorism, Cognitivism, and Constructivism.
While useful as an introduction, the video lacks depth in discussing how these theories evolve in modern educational settings. Nonetheless, it serves as a helpful visual resource for learners new to educational psychology.
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Piaget, J. (1950). The psychology of intelligence. Routledge & Kegan Paul.
Piaget details his theory of cognitive development, emphasizing how children construct knowledge through assimilation and accommodation. His work identifies developmental stages that shape how individuals process and apply new information.
His theory remains influential, but later research suggests cognitive development may be more fluid than his rigid stages imply. Still, his contributions to Constructivism provide a foundation for modern learning theories.
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Proctor, J. (2022). Teaching Methods & Practices. Open Textbook Library. Retrieved from
This textbook offers practical applications of learning theories, detailing strategies for diverse educational settings. It covers key instructional methods, assessment techniques, and approaches for engaging learners effectively.
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Sawyer, R. K. (2006). The Cambridge handbook of the learning sciences. Cambridge University Press.
Sawyer synthesizes research on learning sciences, connecting cognitive psychology, social learning, and educational practice. He examines problem-based learning, collaboration, and the role of technology in modern education.
While dense in its academic approach, the book provides a well-rounded view of interdisciplinary research on learning. It is particularly useful for educators integrating research-based methodologies into instruction.
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Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science,
12(2), 257-285.
Sweller introduces Cognitive Load Theory, explaining how excessive mental effort impedes learning. His research emphasizes designing instruction that optimizes working memory capacity.
Although groundbreaking, some critics argue that it oversimplifies learning processes and does not account for motivational or social factors. Nonetheless, it provides essential insights for instructional design.
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Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard
University Press.
Vygotsky introduces the Zone of Proximal Development (ZPD), highlighting the importance of social interaction and scaffolded learning. His work underscores how learning is deeply embedded in cultural and social contexts.
His theory remains central to educational psychology, but some argue that its applications in digital and self-directed learning environments require further research. Nonetheless, it strongly supports collaborative and guided learning strategies.
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Zhou, M., & Brown, D. (2015). Educational Learning Theories: 2nd Edition. Open Educational
Resources. Retrieved from https://oer.galileo.usg.edu
This book provides a comprehensive examination of major educational theories, covering Behaviorism, Cognitivism, Constructivism, and beyond. It serves as a foundational resource for understanding how different approaches influence learning outcomes.
While useful for broad overviews, the text does not offer extensive case studies or applied research examples. However, it remains an excellent resource for grounding theoretical knowledge in practical educational contexts.