A Triarchic Framework of Learning: A Linking in Relationships

• In Event: CANCELLED: Interrelations Between Community, Family, and the Individual: A Triarchic Examination of Learning

Abstract

The symposium papers presented relate closely to the proposed Triarchic Framework of Learning. Each provides empirical evidence to support the existence of different-layered facets of learning; for example: Cornish’s study on parents’ perceptions of composite classes in a rural setting informs us of the relevance of the community-family context. In a similar vein, Graham’s autoethnographic study of an individual diagnosed with schizoaffective disorder highlights the potency of the family-individual context. One point for further discussion is how these two studies relate to each other.
Our proposition of the Triarchic Framework of Learning arises from previous theorizations (Bronfenbrenner, 1989; Okagaki, 2001; Vygotsky, 1978). Furthermore, we also draw evidence from existing research studies that emphasize the importance of sociocultural settings and contextualization (Markus & Kitayama, 1991; Nabobo-Baba, 2006; Phan, Maebuta, & Dorovolomo, 2010; Walker, Pressick-Kilborn, Arnold, & Sainsbury, 2004). In this analysis, there is a general consensus that cognition (e.g., learning arithmetic skills) and motivation relate closely to individuals’ genes and social settings (Phan, 2009, 2010). An individual’s upbringing coloured by financial difficulties may deter him/her from pursuing an educational trajectory and, similarly, a sense of collectivism may influence a community to practice communal learning, sharing, and caring for others. The study reported by Graham is unique in its emphasis, reinforcing the impact of the family and one’s own historical origin. One could argue, that family circumstances (e.g., negative experience after giving birth) may subsequently shape an individual’s persona, feelings, behaviours, and thinking. What do I do now, given that I had a lot of difficulties in bonding with my own children? What can I do to maintain a sense of sanity? In this sense, we see how family circumstances and carer-children relationships (e.g., lack of bonding) may make a major impact on individuals’ thinking and behaviours.
Differing somewhat, Cornish’s study is concerned with the community and family at large. Evidence from this investigation suggests that perceptions about the functioning of a school and its corresponding classes are derivative of one’s own positioning (i.e., family) within a community. In this sense, one could posit that, a community in a regional or rural area may espouse some common attributes that would then make an impact on how families view the concept of composite classes. We could say that, perhaps, a small community of 200 is more likely to experience a sense of kinship, loyalty, and the notion of interdependency. Consequently, living in such a small community may compel individuals to hold favourable views of composite classes – for example, parents may consider that older children have the maturity to look after younger children.
Overall, this symposium provides empirical evidence important for further consideration. What is of particular future interest is an examination of the community-family and family-individual contexts within one study. From a statistical point of view, complex analyses involving the use of hierarchical linear modelling (HLM)(MacCallum, Kim, Malarkey, & Kiecolt-Glaser, 1997; Raudenbush & Bryk, 2001; Skrondal & Rabe-Hesketh, 2004) may facilitate and discern this multilayered structuring in investigating learning.

Author

• David L. Paterson, University of New England