Module 2 Blog Post

8845 Module 2 Blog Post:

Kerr (2007) asks “Should we stick to -isms or should we be more pragmatic and just cherry pick different useful ideas out of the various theories?” This question is intriguing because as students, researchers, and experts we all have an obligation to conduct solid research which is grounded in theory. Researchers within each discipline should endeavor to add knowledge to that discipline and consequently supply illustrations which speak to the fundamental questions of the discipline. This can seem like a daunting task because grasping an understanding of all of the –isms requires a substantial amount of effort (Kerr, 2007).

The same concept is valid for selecting –isms as well. For that reason, knowledge of multiple approaches and theories can be, above all, valuable in facilitating more in-depth as well as precise research. Kapp (2007) implies that he has no definite answer as to which –ism reigns supreme but he does feel that –isms require amending. I agree that in order to ensure accuracy and validity, researchers must possess ample knowledge of theories within their discipline and those closely related. This seems to be a lot of information to digest because the evolution of an –ism can be persuaded by theorists who have different beliefs as well as those theories changing the views of those who were not on board initially (Kerr, 2007).

Kapp (2007) asks “What is the best, how do we know what makes sense or what doesn’t?” This is an important question that ultimately assists in making determinations as to deciding the exact theory or theories are best suited. The argument could be made that -isms contain weaknesses in different areas; yet, combining them can contribute to its evolution on top of presenting a more well-rounded study. According to Kapp (2007), there is no impeccable –ism, he postulates that behaviorism nor constructivism can answer how individuals process information on its own. Lower level or lower cognitive load learning is in line with behaviorist concepts involving memory, labels and recognition. Thought must be given to how they will influence the objectivity of the intended researcher. Furthermore, constructivism puts prominence on collaboration, creativity, problem solving along with procedural and rule based learning (Kapp, 2007).

Reference

Kerr, B. (2007, January 1). _isms as filter, not blinker. Retrieved March 27, 2012 from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought. Retrieved March 27, 2012 from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/