Meaningful Learning implies the active
involvement of the learners/students in whatever is being taught. It is based
on a holistic approach to the learners, calling for their cognitive, emotional
and behavioral attention. It is also holistic in the sense that it takes into
account the ecological status of the learners, their family ties; the
neighborhood where they live; their formal milieu, be it a school, a social
club, place of work, etc.; and their ethnic and national backgrounds. In holistic
teaching the learner is perceived as a person—a subject who is undergoing
development, rather than an object that is called upon to learn by rote, so
that retention of information can be assessed by tests and scores. The Cycle of
Internalized Learning—CIL model (Reiter, 2008) was established on the premise
that individuals with disabilities were highly influenced by their environment,
in the sense that there was an inseparable connection between the disability
and the environment. The model addresses three levels of social behavior: the
operative—what, the cultural normative—when and the moral—why. The CIL, founded
on the humanistic philosophy, is relevant and applicable to people in general,
and specifically to people with disabilities. Its premise states that
individuals possess cognitive and rational abilities, are capable of
introspection based on their understanding of their surroundings, and are
capable of gaining an insight into their own motives. Thus, they are
responsible for their behavior and can regulate it, by critically evaluating
the outcome of their behavior and making changes, if necessary. The CIL focuses
on personal progression and development. The article describes in some detail
evidence-based research studies that are performed in order to further validate
the CIL’s contribution to student development.
Cite this paper
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