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Carnegie-Mellon seem to view knowledge as unbiased fact, and learning is a gathering of these facts.
Graham says learning is accepting something as truth. This seems to imply that there is a wrestling with the content BEFORE accepting it as truth.

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Graham acknowledges that environment affects students, but also that the teacher is not fully responsible for it (God is). Carnegie-Mellon includes the principle that a teacher needs to manipulate environment to fit the student.

CC: I strongly agree. It is nice to realize that we are not the ones in control, especially on the bad days!

AV: This makes me think back to the chapter that talks about the difference between being God and being like God. We can strive to create an environment for student success, but also recognize that we do not have complete control.

DN: Would this be a difference or a similarity? The thinking is similar in that both sources acknowledge that the environment affects students, but a difference in the control over it.

AV: That's a good point. I think it's an issue of control, like you mentioned. At its core, a Biblical Framework recognizes there is an authority greater than ourselves.

CC: I think it is more of a difference than a similarity. We as Christians recognize God in both frameworks, but secular frameworks don't explicitly state it.

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Carnegie-Mellon appears to leave out the spiritual facet of the student. Graham seems to include this throughout his list.
CC: Definitely! I am so glad that we are introduced to Grahams biblical perspective, however, because it acts as a supplement to other secular theories
AV: I'm really enjoying Graham's perspective. I think it does a good job of taking secular theories and providing an extension/more in depth perspective.

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Carnegie-Mellon appears to leave out the spiritual facet of the student. Graham seems to include this throughout his list.

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Both lists acknowledge the cognitive, emotional, social, etc nature of the student.

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According to Graham, learning also involves a commitment to what is believed to be the truth and to act upon it

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Graham: Students should understand the big picture first then learn about the small parts, and at the end they fit the small parts together to get the complete understanding.
Other principle: Students study the components first, then integrate them

CC: Hi Sheila, I think this is a great idea however I think Graham spoke more about how both processes are important...parts to whole and whole to parts. What do you think?

AV: I agree, Carly. I think it is a circular process, much like his actions-beliefs example.

SD: That is what I was referring to, the circular process. What I get from Graham is it is good to start from the whole, before we get to the parts.

CC: Gotcha. I guess I was just trying to relate it to what Graham says about both inductive and deductive learning being equally effective.

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Both sources mentioned that students have preconceived ideas (prior knowledge) that can influence the way they learn.

AV: I noticed that too. However, I feel like Graham is talking more about beliefs than knowledge. What do you think?

CC: That is true, however it depends how you define knowledge. Beliefs are a part of our knowledge (someone has to introduce us to them). I could be wrong though!

AV: Great point! Looking back at Graham's list, I like that he also talks about how actions and beliefs have a circular relationship. This comes back to the walk vs talk. I think these inevitably affect the knowledge Graham says we make a heart commitment to as well.

SD: In chapter 17 Graham talked about 'learning set' that students have even before they enter school, so I was referring to that when I said preconceived ideas. However, I think beliefs are certainly a part of these ideas, so I agree with you Carly!

DN: I agree, I think it is similarity between lists since beliefs and prior knowledge can be grouped.

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Both lists mention that other factors such as the classroom environment have some role in the learning process.

CC: I like the way you put this more than my "prior knowledge" comment...Aaron mentioned that students bring more than knowledge into the classroom, and Graham focuses on beliefs more.

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Graham: We are motivated by wanting to serve our creator
Other principles: We are motivated through positive encouragement (more focus on extrinsic factors)

AV: I agree! I think Carnegie-Mellon's view of the student is entirely different from Graham. They have a more "tabula rasa" perspective, I believe.

SD: How do we foster intrinsic motivations in all of our students who have different experiences, beliefs and interests? How do we get each one of them to value an activity enough to be motivated?

AV: Hm, great question. I wonder if it's possible to allow students to go as deep as their beliefs and prior experiences will let them. For example, a student who is new to the faith might not be able to dig as deep into a Scripture passage, but I think that's fine. I wonder if a deliberately collaborative classroom will allow students with different experiences is actually a strength?

DN: I think a deliberately collaborative classroom is absolutely a strength. Students often motivate each other, especially when beliefs are different or past experiences change perspectives.

CC: I agree with all of you. To answer your question Sheila, I think it really comes down to connecting the bible with the subjects we teach. The more we can pair the two, the more students will realize learning is an act of worship. Also, creating real world problems for the students to want to achieve Shalom is a way of encouraging intrinsic motivation.

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Graham explains that the "heart" is the source of our behavior (includes our spirit), rather than just our brain and bodies

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Students are more likely to be motivated to learn when we make relatable connections and explain to them "why" they are learning something

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Both lists indicate that a learner must act on or apply a new piece of knowledge to fully learn it

AV: I wonder about the difference in the purpose of acting on new knowledge. I feel like Graham would probably believe that the acting needs to be done in service to God as a way of actual "Christian knowing". Carnegie-Mellon are probably thinking that it's a psychological development way of knowing. What do you think?

SD: I think Graham did not specifically talk about service to God, only that learning requires a commitment and action. The behavioural change happens when the learning is meaningful. Service to God is one of the behavioural changes that can happen, but it is not limited to that.

AV: Your right. I guess Graham means more that it needs to be committed to, either positively or negatively (i.e. acceptance or rejection). There needs to be a decision by the learner.