My Theory of Learning: A Personal Exploration of Meaning-Making, Identity, and Experience

Learning is not a linear process nor a one-size-fits-all experience. It is deeply personal, shaped by each individual’s unique environment, experiences, and life journey. This manifesto explores my theory of learning, emphasizing how learning happens when individuals make personal connections with new information, reflecting on their past and current experiences. It views learning not as a mere transmission of knowledge but as a transformative, dynamic process that empowers individuals to understand the world around them. This theory has been influenced by personal experiences with my son, Caleb, who is on the autism spectrum, and my late sibling, Cody, a trans-female who struggled to understand herself in childhood. These experiences have fundamentally shaped how I understand the process of learning and how it can be understood through critical and sociocultural lenses.

Learning as a Personal Experience

Learning is inherently personal. Each individual brings a unique set of experiences, background knowledge, and life context that shape how they engage with new information. When people encounter new knowledge, they do not do so in isolation; rather, they make sense of it by connecting it to their own life experiences. This is consistent with the ideas presented by Jean Piaget’s constructivism (1972) and Seymour Papert’s constructionism (1980), which emphasize that knowledge is built upon existing mental structures (Ackerman, 2001). In the context of my own life, I have seen how learning is deeply intertwined with one’s individual experiences.

For example, Caleb, my son, has a unique learning journey due to his autism spectrum disorder. He faces challenges in understanding societal norms and often struggles to engage with subjects that do not hold personal meaning or interest to him. This has taught me that learning, especially for those who do not easily fit into traditional educational models, requires creating opportunities for learners to connect with material that is personally relevant. Without these connections, the information can remain abstract, difficult to comprehend, or disengaging. Learning happens when Caleb can see how the new information links to something that he can relate to from his own experiences. His personal context is crucial for making that connection.

Learning as a Process of Meaning-Making

Learning involves not only acquiring new information but also making meaning out of that information. This meaning-making process is deeply influenced by the learner’s social context and environment. Lev Vygotsky’s sociocultural theory of learning emphasizes the importance of social interactions in the development of understanding (Vygotsky, 1978; Cherry, 2024). According to Vygotsky, knowledge is not just an individual endeavor but something that is co-constructed through interactions with others and with the environment. It is through these social exchanges that learning becomes more than just an acquisition of facts, it becomes a process of internalizing knowledge that can be applied in personal, meaningful ways.

In my own life, I see how social context shapes learning through the story of my sibling Cody. Cody’s journey to self-discovery as a trans-female was a process marked by struggles to understand her identity, particularly in her childhood. As she faced difficulties understanding herself, she also grappled with how to learn in environments that did not always accommodate or reflect her lived experience. It wasn’t until she was able to explore and reflect on her own identity that she could fully engage with her learning process. In the years before her passing in November 2024, Cody became a strong advocate for children who faced similar struggles with identity. Her passion for helping others learn in ways that acknowledged their experiences demonstrated how learning can be a powerful tool for self-understanding and acceptance.

Her experiences highlight a core aspect of my theory: learning cannot be separated from the context of one’s identity. When people are encouraged to reflect on and connect new information with their own lives and experiences, they are more likely to engage deeply with that knowledge and apply it in meaningful ways. In Cody’s case, learning was tied to personal growth and understanding, and that growth enabled her to support others in their journeys.

Social and Situative Perspectives on Learning

The role of social interactions and environments in learning cannot be overstated. Albert Bandura’s social learning theory (1971) and Jean Lave and Etienne Wenger’s situative perspective (1991) emphasize that learning is not only an individual cognitive process but is deeply embedded in the social contexts and environments in which it takes place (Cherry, 2024; Putnam & Borko, 2000). Learning happens when individuals engage with others and the environment, actively constructing knowledge through shared activities and practices. This concept of learning is especially significant in today’s complex, interconnected world, where knowledge is not simply transferred but is collaboratively developed and applied.

The sociocultural and social learning perspectives offer valuable insights into how we come to understand and interact with the world. Learning, then, becomes a communal process, where learners share, question, and test their understanding in dynamic social contexts. This has been crucial in shaping my own perspective on learning, as I have seen firsthand how both Caleb and Cody have engaged with the world in ways that challenge traditional models of learning. Caleb, for instance, is able to learn best when he can engage with others in a supportive and inclusive environment where his unique needs are recognized and met. Similarly, Cody’s desire to support children with similar struggles was a reflection of her belief that learning happens through community and shared understanding.

Learning and Reflection

Assessment in my theory of learning is not about measuring the recall of isolated facts but about understanding how well learners can reflect on their own experiences and make sense of new information. It is through reflection on their environment and life experiences that learners are able to demonstrate deeper understanding. This focus on reflection aligns with the ideas presented in culturally relevant pedagogy and critical pedagogy. According to Gloria Ladson-Billings’ (1995) theory of culturally relevant pedagogy, learning must be relevant to the learner’s own life and culture, allowing them to reflect on and critique the world around them. Similarly, Paulo Freire’s pedagogy of the oppressed (2009) stresses the importance of critical reflection in the learning process, enabling individuals to understand and challenge the forces that shape their lives (Maboloc, 2000).

In my own theory, reflection plays a central role in learning. This is particularly evident in Caleb’s case, where he learns best when he can reflect on his experiences, interests, and the world around him. This reflective process allows him to make personal connections with the new information, enabling him to apply that knowledge in his own way. This is not about simply recalling facts but about integrating new knowledge into a broader understanding of oneself and the world. Cody’s work as an advocate further emphasizes the importance of reflection. As she worked to create safe and supportive spaces for children struggling with identity issues, she encouraged them to reflect on their own experiences to foster deeper understanding and self-acceptance.

Conclusion

Learning is a deeply personal and dynamic process. It occurs when individuals can make meaningful connections between new information and their own experiences, reflections, and identities. This theory of learning highlights the importance of the learner’s unique context, the role of social interactions, and the critical process of reflection. It recognizes that each learner’s journey is shaped by their own environment, history, and experiences, and that learning is not merely the acquisition of facts but the process of making meaning out of those facts. Whether through the lens of Vygotsky’s sociocultural theory, Bandura’s social learning theory, or the experiences of my own family, it is clear that learning is a multifaceted, deeply personal process that requires reflection, connection, and engagement with the world.

Informed by the experiences of Caleb and Cody, my theory of learning embraces the idea that learning is not only about understanding the world but also about understanding oneself. It is through this process of personal meaning-making that individuals can truly engage with and apply the knowledge they acquire, making learning a transformative journey for both the learner and the community around them.

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