Charles Seeberger invented the modern escalator

Critical Theory agrees with that of Karl Marx in that '...one must become conscious of how an ideology reflects and distorts ... reality ... and what factors ... influence and sustain the false consciousness which it represents -- especially reified powers of domination.' Habermas' 'perspective transformation' or transformed consciousness is similar to that of Marx and is akin to that experienced by research into the way that 'sexual, racial, religious, educational, occupational, political economic and technological' ideologies create or contribute to our dependency on 'reified powers'. Habermas differs from Marx in that Marx revised Hegelian thought to claim that a transformed consciousness should lead to a predictable form of action -- for example (Marx & Engels, 1969), the abolition of private property (p 96). Habermas posits no predictable outcomes (Mezirow, 1981).

This theory stipulates that there are several different types or levels of learning. The significance of these classifications is that each different type requires different types of instruction. Gagne identifies five major categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. Different internal and external conditions are necessary for each type of learning. For example, for cognitive strategies to be learned, there must be a chance to practice developing new solutions to problems; to learn attitudes, the learner must be exposed to a credible role model or persuasive arguments.

• This theory stipulates that there are several different types or levels of learning. The significance of these classifications is that each different type requires different types of instruction. Gagne identifies five major categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. Different internal and external conditions are necessary for each type of learning. For example, for cognitive strategies to be learned, there must be a chance to practice developing new solutions to problems; to learn attitudes, the learner must be exposed to a credible role model or persuasive arguments.

• Gagne suggests that learning tasks for intellectual skills can be organized in a hierarchy according to complexity: stimulus recognition, response generation, procedure following, use of terminology, discriminations, concept formation, rule application, and problem solving. The primary significance of the hierarchy is to identify prerequisites that should be completed to facilitate learning at each level. Prerequisites are identified by doing a task analysis of a learning/training task. Learning hierarchies provide a basis for the sequencing of instruction.

Wittrock (1974a, 1974b) initially conceived of the model of generative learning that integrated several areas of cognitive psychology including cognitive development, human learning, human abilities, information processing, and aptitude treatment interactions. His work stems from an attempt to explain and prescribe teaching strategies to maximize reading comprehension. While most of the original research deals specifically with reading comprehension, in theory there is much transferability to learning for understanding in general, regardless of the medium or form of the external stimuli. This article embraces the broader interpretation of this theory and model of learning.

• Wittrock (1974a, 1974b) initially conceived of the model of generative learning that integrated several areas of cognitive psychology including cognitive development, human learning, human abilities, information processing, and aptitude treatment interactions. His work stems from an attempt to explain and prescribe teaching strategies to maximize reading comprehension. While most of the original research deals specifically with reading comprehension, in theory there is much transferability to learning for understanding in general, regardless of the medium or form of the external stimuli. This article embraces the broader interpretation of this theory and model of learning.

The dual coding theory proposed by Paivio attempts to give equal weight to verbal and non-verbal processing. Paivio (1986) states: "Human cognition is unique in that it has become specialized for dealing simultaneously with language and with nonverbal objects and events. Moreover, the language system is peculiar in that it deals directly with linguistic input and output (in the form of speech or writing) while at the same time serving a symbolic function with respect to nonverbal objects, events, and behaviors. Any representational theory must accommodate this dual functionality." (p 53).

• The dual coding theory proposed by Paivio attempts to give equal weight to verbal and non-verbal processing. Paivio (1986) states: "Human cognition is unique in that it has become specialized for dealing simultaneously with language and with nonverbal objects and events. Moreover, the language system is peculiar in that it deals directly with linguistic input and output (in the form of speech or writing) while at the same time serving a symbolic function with respect to nonverbal objects, events, and behaviors. Any representational theory must accommodate this dual functionality." (p 53).

Lave argues that learning as it normally occurs is a function of the activity, context and culture in which it occurs (i.e., it is situated). This contrasts with most classroom learning activities which involve knowledge which is abstract and out of context. Social interaction is a critical component of situated learning -- learners become involved in a "community of practice" which embodies certain beliefs and behaviors to be acquired. As the beginner or newcomer moves from the periphery of this community to its center, they become more active and engaged within the culture and hence assume the role of expert or old-timer. Furthermore, situated learning is usually unintentional rather than deliberate. These ideas are what Lave & Wenger (1991) call the process of "legitimate peripheral participation."

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