Maximizing reflexivity and praxis by recognizing and counteracting the constraints imposed by stimulus-response learning

Abstract

The Task Force on Educating for Excellence in the MPA Degree acknowledged the essential role of active learning when it advocated the use of pedagogical strategies such as classroom exercises and collaborative projects with agencies. The extent to which these strategies foster reflexivity and praxis is limited by stimulus-response learning, i.e., students deciphering what the instructor wants and producing the appropriate responses/materials. To measure the students' preferences for stimulus-response learning, the authors developed a questionnaire that was distributed to students enrolled in MPA courses at a mid-western university. The findings suggest the students' strong preference for stimulus-response learning arises from a fixation on maximizing grades within the allotted time for studies. Given this finding, a program's success in cultivating reflexivity and praxis is impacted by the adoption of strategies that counteract the preference for stimulus-response learning and thereby encourage students to become more self-directed. Several of these strategies are discussed in the paper's final section.

Keywords

Rote learning learning preferences learning processes graduate education

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