Sharan Merriam - Perspectives On Learning and Knowledge

Perspectives On Learning and Knowledge

Briefly reviewed by Merriam and colleagues are perspectives of non-Western approaches of learning and knowledge. Merriam writes extensively about the contrasts in Western and non-Western perspectives on learning, knowledge and education. In Non-Western Perspectives on Learning and Knowing (2007) Merriam explains that our understanding of knowledge is largely influenced by the type of society in which we live. Merriam developed the notion of a dichotomy for Western and Non-Western societies and their concepts of knowledge. This ideal addresses questions such as; what counts as legitimate knowledge, who constructs knowledge about others, and how knowledge is transmitted.

The Western perspective of knowledge and learning greatly influences education. Not only does it shape educators, it also influences policy makers and student expectations of themselves. Merriam lists a particular example of this Westernized approach; the generally excepted model of learning through route memorization. This teaching style is unrealistic, not only for students of Western society but also for non-Western students.

It is difficult for educators to veer away from the common Western approaches of learning. Merriam states that difficulty moving past Western teaching approaches comes from its strong stance in history. It has always been the socially accepted and approved norm but it is lacking when considering its shortcomings for students of Western society and non-Western. Merriam and colleagues suggest the Western approach to education has strong roots grounded in science. This rooting is highly valued in Western society because it something that can be re-tested and validated. Not only is this heavy reliance on Western approaches evident in the education system, it also appears in teaching styles and influences. Merriam discusses how many textbooks are written from Westernized perspectives and often do not include information about other traditions or societies. When there is inclusion of other cultures and traditions is it often misrepresented and can sometimes be offensive, leading to further marginalization of students.

The Western approach to learning places strong emphasis on formal classroom settings, explicit learning, and information regurgitation. Many Western cultures highly value story telling as a strong means of knowledge exchange. Verbal discussions as a means of knowledge exchange and development does not often appear as a relevant within Westernized approaches. Within this Western approach there is no room for informal learning. All cultures and societies are privy to informal learning in a multitude of situations. Some non-Western societies place more importance on this informal learning that people experience. This creates a large discrepancy as the Western approaches do not make any distinctions or place any significant value on this informal type of learning.

The Western perspective is centered on independence, separation of the self from others, and a variety of hierarchical levels. The validation of the Western perspective in regards to learning and knowledge is through means of scientific research and concepts of intellect. The Western approach to education is perpetuated by the way we teach our students and train our educators. The methodology of Westernized society places more importance on theories and research as compared to non-Westernized which incorporate local resources and cultural understanding.

The non-Western perspective of understanding often includes roots in culture, religious and philosophical traditions which pre-date Western colonization, globalization and modernization. The terminology of non-Western perspective encompasses a magnitude of cultures and societies, it cannot be considered as one specific alternative or opposite to Westernization. Educators facilitate learning and growth. There is a delicate balance required between encouraging participation and singling out students.