The article emphasizes the critical need for clarity when discussing learning theory and pedagogy in education. It argues that confusing these concepts can result in ineffective instruction and misalignment with educational goals. Learning should focus on observable behaviors rather than inferred mental states. The discussion also highlights that many popular frameworks, like Bloom's Taxonomy, are misused as learning theories without elucidating the actual process of learning. To enhance instructional design, it's essential to define these concepts distinctly and apply psychological rigor in educational contexts.
When we fail to distinguish between how learning occurs and how instruction is delivered, we risk misaligning our teaching with our goals.
If we borrow psychological language, we must apply the same discipline in how we use it. Without clear distinctions, we lose the ability to determine whether learning has occurred.
This post clarifies two commonly conflated concepts—learning theory and pedagogy—and explains how tools like Bloom's Taxonomy fit into this picture.
By separating these elements, we can improve instructional design and stay grounded in what learning actually is: something students do, not something we infer.
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