Learning and Loss

Charles V. Balch
PhD Student in Educational Technology
Louisiana State University
E-mail: Charlie@balch.org

While there are numerous theories and models for learning process stages (American Association for Higher Education, American College Personnel Association, & National Association of Student Personnel Administrators, 1998; Anderson & Adams, 1992; Clark, 2000; Conner, 1997-2003; Cross, 1999), our understanding of the learning process may still be improved through investigation of developmental stage theories in other fields. This article demonstrates that our understanding of the learning process is improved with a comparison of Perry's stages of learning with Kublar-Ross's stages of response to profound loss. The comparison is reasonable, as people often identify themselves with their beliefs and understandings. When learning causes these beliefs to change, a person may experience a sense of loss as they lose a sense of identity.

Perry (1998) claims learning involves a number of stages that may be described in relation to the learner's attitude towards knowledge. Perry's stages may be paraphrased as follows (Nilson, 1998; Rapaport, 2003):

  1. Dualism: Learners perceive the world with absolute black/white, good/bad, right/wrong simplicity. Authority figures, such as instructors, know and teach absolute and measurable truth, such as correct answers on a math test. Conflicting answers are ignored and/or dismissed.
  2. Multiplicity: Learners appreciate that uncertainty and multiple opinions exist. However, conflicting opinions are considered a temporary state that will be resolved by authorities as they find the one true answer. At this stage, learners may become alienated and retreat to safe positions, select content with greater certainty (such as math), or even remove themselves from the educational process as result of frustration at a lack of "right answers."
  3. Relativism: Learners abandon their faith in authorities ability to provide correct answers and believe that there is no one true interpretation or correct answer. Learners develop reasoning methods such as empathy (asking "why do you believe X?") and objective analysis techniques.
  4. Commitment: Learners integrate opinions and answers with their personal experience and commit to an opinion. At this stage, learners experience the implications, responsibilities, and consequences of commitment. Finally, the learner appreciates that this process is a life-long activity.

According to Perry, learners may be at different stages for different subjects, and stages may be repeated for a given subject area. Obviously, the changes to the person are profound as they go through this sequence.

The above sequence brings to mind a sequence associated with another profound change. Kubler-Ross (1997) defined stages generally experienced after an anticipated catastrophic personal loss, such as the announcement of a terminal illness. The person experiencing the loss goes through certain stages. Kubler-Ross generalized these stages as follows:

  1. Denial. He or she cannot accept that they are experiencing the loss;
  2. Anger. He or she is angry that they have to experience the loss;
  3. Bargaining. Higher powers are asked to make a deal;
  4. Depression. Death is understood as inevitable;
  5. Acceptance. The loss is internalized and perceived as part of life's process.

Both Perry's and Kubla-Ross's stages outline a process of creating insights and understandings in the midst of change. Perry discusses the profound personal changes that occur as we progress through the stages of learning, while Kubla-Ross explores expected emotional responses to profound personal changes. There are remarkable similarities between the two theories.

Learners begin with the dualistic belief that there is one truth and demonstrate denial and or anger at the suggestion that any other truths may exists. Some learners eventually accept the possibility of a multiplicity of truths that may lead to bargaining between knowledge authorities and/or depression when the desired absolute truths do not manifest. Learners achieve the joy of life-long education when they commit to and accept a dynamic education process. On the other hand, just as some terminally ill patients prefer not to know and/or admit their status, many persons would rather not suffer the loss and confusion associated with learning.

Thus, an effective educator should consider the reaction stages suggested by Kubal-Ross as a potential result of the learning process and an explanation for apparently inappropriate behavior. Further, an understanding of the process may assist instructors in helping learners accept a difficult part of the learning process.

References

American Association for Higher Education, American College Personnel Association, & National Association of Student Personnel Administrators. (1998).
Powerful Partnerships: A Shared Responsibility for Learning. Retrieved 18 September, 2003, from http://www.aahe.org/assessment/joint.htm
 
Anderson, J., & Adams, M. (1992).
Acknowledging the Learning Styles of Diverse Student Populations: Implications for Instructional Design. New Directions for Teaching and Learning, 49 (Teaching for Diversity)(Spring 1992), 19-33.
 
Clark, D. (2000).
Learning Styles or How We Go From the Unknown to the Known. Retrieved 31 October, 2003, from http://www.nwlink.com/~donclark/hrd/learning/styles.html
 
Conner, M. (1997-2003).
How Adults Learn. Retrieved 6 June, 2004, from http://agelesslearner.com/intros/adultlearning.html
 
Cross, K. P. (1999).
What Do We Know About Students' Learning, and How Do We Know It. Innovative Higher Education, 23(4), 253-276.
 
Kubler-Ross, E. (1997).
On Death and Dying. New York: Touchstone.
 
Nilson, L. (1998).
Teaching at its Best: A Research-Based Resource for College Instructors. Bolton, MA: Anker Publishing Company, Inc.
 
Perry, W. (1998).
Forms of Intellectual and Ethical Development in the College Years: A Scheme. San Francisco: John Wiley & Sons Inc.
 
Rapaport, W. (2003).
William Perry's Scheme of Intellectual and Ethical Development. Retrieved 4 June, 2004, from http://www.cse.buffalo.edu/~rapaport/perry.positions.html#perrybook

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