Fajardo & Geronimo, 2015

I.

Nature of the Learner

The learner is an embodied spirit. He is the union of sentient body and a rational soul. His
body experiences sensations and feels pleasure and pain. His soul is the principle of spiritual
acts, the source of intellectual abstraction, self-reflection, and free rational volition. Body and

II.

soul exist in mutual dependence. (Kelly, 1965)

Fundamental Equipment of the Learner
The learner has the power to see, hear, touch, smell, taste, perceive, imagine, retain,
recall, recognize past mental acts, conceive ideas, make judgment, reason out, feel and
choose.
THE FUNDAMENTAL EQUIPMENT OF THE LEARNER
A. Cognitive Faculty - Cognitive means involving conscious intellectual activity such as thinking,
reasoning, or remembering. The cognitive faculties of the learners involved the learners:
i.
Five senses - Through the learners five senses, the learner can be able to: See
learns through seeing things. Hear learns best through hearing things. Feel
learns through experiencing/doing things. Smell &Taste- use their sense of
smell/taste to learn.
ii.
Memory - With the use of MEMORY, the learner can recall or retain post mental
actions in his/her mind. The memory serves as the storage of the prior knowledge of
the learner.
iii.
Imagination - With the use of IMAGINATION, the learner can be able to form
pictorial representation of material objects in his/her mind.
iv.
Intellect - With use learners INTELLECT, the learner can be able to form concept of
ideas as he/she thinks, as well as judgment from given information & reason out.
B. Appetitive Faculty - Refers to the learners feeling & emotions & rational will.
Using the learners feelings, as well as, the learners emotions, the learner can be able to
experience: Pain, Joy, Happiness, Sadness, or Anger. To a particular subject or situation, with
his/her feelings, he can be able to identify & experience the real feelings about a particular
thing/situation.
Using the learners rational will, the learners has the capacity to think & choose, what
he/she thinks to be desirable according to his/her own analysis. The learners rational will, will
serve as a kind of guiding force or a main integrating force in his/her character.

*All learners are equipped with the cognitive & appetitive faculties.
They differ in the degree to which they are utilized & expressed on account of the Learners:
A ability
A aptitudes
I interests
FC family & cultural background
A attitudes
III.

What is learning?

 Fajardo & Geronimo, 2015

Learning is the act of acquiring new, or modifying and reinforcing, existing knowledge,
behaviors, skills, values, or preferences and may involve synthesizing different types of
information.
Learning is measurable and relatively permanent change in behavior through experience,
instruction, or study. Whereas individual learning is selective, group learning is essentially
political its outcomes depend largely on power playing in the group. Learning itself cannot be
measured, but its results can be.

IV.

Gardners Multiple Intelligences Theory

The theory of multiple intelligences is a theory of intelligence that differentiates it into
specific (primarily sensory) "modalities", rather than seeing intelligence as dominated by a
single general ability. This model was proposed by Howard Gardner in his 1983 book Frames
of Mind: The Theory of Multiple Intelligences. Gardner articulated eight criteria for a behavior
to be considered an intelligence.
1. Verbal-linguistic intelligence (well-developed verbal skills and sensitivity to the
sounds, meanings and rhythms of words)
2. Logical-mathematical intelligence (ability to think conceptually and abstractly, and
capacity to discern logical and numerical patterns)
3. Spatial-visual intelligence (capacity to think in images and pictures, to visualize
accurately and abstractly.
4. Bodily-kinesthetic intelligence (ability to control ones body movements and to handle
objects skillfully)
5. Musical intelligences (ability to produce and appreciate rhythm, pitch and timber)
6. Interpersonal intelligence (capacity to detect and respond appropriately to the moods,
motivations and desires of others)
7. Intrapersonal (capacity to be self-aware and in tune with inner feelings, values,
beliefs and thinking processes)
8. Naturalist intelligence (ability to recognize and categorize plants, animals and other
objects in nature)
9. Existential intelligence (sensitivity and capacity to tackle deep questions about
human existence such as, What is the meaning of life? Why do we die? How did we
get here?

V.

Learning Style
There are four main types of learning styles:
1. Visual- learn through seeing
Visual learners learn through seeing. Children who are visual processor tend to
observe a parents or teachers body language and facial expressions for content and
learn through demonstrations and descriptions. They tend to have well-developed
imagination and often think ink picture. Too much movement or action in a classroom
may cause distraction for them. For older children who read, written instruction my help
clarify verbal directions.
2. Auditory learn through hearing
Auditory learners learn through listening. Children who are auditory processor learn
through participating in discussing and talking things through. Verbal directions may help
clarify instructions or written information. Too much noise may be distracting and children
with this strength may learn best in a quiet environment.
3. Tactile learn through touch

 Fajardo & Geronimo, 2015

Tactile learners learn through touch. Children who are more tactile prefer
activities or projects that allow them to use their hands. Your child may prefer doodling or
drawing to aid memory.
4. Kinesthetic learn through doing and moving
Kinesthetic learners learn through moving and doing. Children who are more
kinesthetic learn through physical sensations and may have trouble sitting still for long
periods. A hands-on approach that allows your child to actively explore her physical world
helps her learn best.