Empirical and Theoretical Learning: Advantages and Disadvantages
1. Introduction
During the early years of a child’s life, they are constantly learning through empirical means; by touching, seeing, and hearing. This type of learning is sensory-based and provides children with the opportunity to explore and make sense of their surroundings without interference from language or other symbols. The child is able to construct their own knowledge and understanding of the world around them through trial and error ( Piaget, 1952). However, as children get older they are expected to start learning in more formal ways such as through reading, writing, and listening to lectures. This is known as theoretical learning and is based on exposure to symbols which must be interpreted in order to gain meaning. Theoretical learning often requires children to think abstractly and to apply what they have learned to new situations. It can be more challenging than empirical learning as it does not provide immediate feedback and often requires a higher level of cognitive processing ( Vygotsky, 1978). Nevertheless, both types of learning are important for children’s development and should be encouraged throughout their childhood.
2. Empirical learning
a. Definition
Empirical learning is defined as “learning that occurs as a result of direct experience or observation” (Willis, 2006, p. 4). It is also known as experiential learning or inductive learning and is often contrasted with theoretical or deductive learning. Empirical learning is considered to be more naturalistic as it relies on the senses (touch, sight, sound, smell) rather than on symbols (e.g., language, numbers) to gain information about the world. It is often thought of as being more ‘hands-on’ than theoretical learning as it allows learners to actively engage with their environment. For example, a child may learn about the properties of water by playing with it in a pool or by pouring it into different containers. They will experiment with different ways of using water and will gradually develop an understanding of how it behaves. This type of learning is often considered to be more ‘child-centered’ as it allows learners to direct their own learning by exploring and investigating their surroundings (Dewey, 1938).
b. Examples
There are many everyday examples of empirical learning. For instance, when you drive a car for the first time you are likely to make mistakes such as oversteering or braking too hard. However, with practice you will gradually develop a feel for how the car handles and will become a more confident driver. Another example can be seen in the way that children learn to talk; they listen to others around them and imitate the sounds that they hear until they are able to produce words and sentences themselves. This type of learning is often considered to be more efficient than theoretical learning as it allows learners to directly apply what they have learned to real-world situations (Kolb, 1984).
3. Theoretical learning
a. Definition
Theoretical or deductive learning is defined as “learning that occurs as a result of exposure to symbols which must be interpreted in order to gain meaning” (Willis, 2006, p. 4). It is also known as bookish or academic learning and often relies on language-based symbols such as words or numbers. Theoretical learning requires learners to think abstractly and symbolically in order to understand concepts that cannot be directly observed (e.g., the laws of physics). It is often seen as being more ‘left-brained’ than empirical learning as it relies on logic and reasoning rather than on intuition or experience (Gardner, 1983). For example, a child may learn about the properties of water by reading about it in a book or by listening to a teacher’s explanation. They will need to understand the symbols that are used to describe water (e.g., liquid, H2O) and to apply this knowledge to new situations. This type of learning can be more challenging than empirical learning as it does not provide immediate feedback and often requires a higher level of cognitive processing (Vygotsky, 1978).
b. Examples
There are many everyday examples of theoretical learning. For instance, when you read a recipe you need to understand the symbols that are used to describe the ingredients (e.g., ‘1 cup of flour’) and the instructions (e.g., ‘bake at 350 degrees for 30 minutes’). Another example can be seen in the way that children learn to count; they need to understand the symbols that represent numbers (e.g., 1, 2, 3) and to apply this knowledge to new situations (e.g., adding up two numbers). Theoretical learning often requires learners to think abstractly and to apply what they have learned to new situations. This type of learning can be more challenging than empirical learning as it does not provide immediate feedback and often requires a higher level of cognitive processing (Vygotsky, 1978).
4. Differences between empirical and theoretical learning
a. Motivation
One of the main differences between empirical and theoretical learning is motivation. Empirical learning is often considered to be more motivating as it is more ‘hands-on’ and allows learners to directly engage with their environment. Theoretical learning can be less motivating as it often relies on language-based symbols which can be difficult to understand. For example, a child may be motivated to learn about the properties of water by playing with it in a pool but may find it less motivating to read about it in a book.
b. Application to real life
Another difference between empirical and theoretical learning is the way in which they can be applied to real life. Empirical learning is often seen as being more relevant and useful as it allows learners to directly apply what they have learned to real-world situations. Theoretical learning can be less relevant as it can be difficult to apply abstract concepts to real life. For example, a child may learn about the properties of water by playing with it in a pool but may find it difficult to apply this knowledge to a real-life situation such as drought conditions in Africa.
5. Conclusion
In conclusion, both empirical and theoretical learning are important for children’s development. Empirical learning is more naturalistic and allows learners to directly engage with their environment. Theoretical learning is more logic-based and often requires learners to think abstractly. Both types of learning have their own advantages and disadvantages but should be encouraged throughout a child’s childhood.