DOI: 10.34894/y2ra7b
title: Study 1: De officiersopleiding en het multi-interpretabel wereldbeeld: Stimulus-respons reacties, cognitieve processen en meerdere perspectieven (Officer education and the multi-interpretable worldview: Stimulus-response reactions, cognitive processes and multiple perspectives).
title: Steven Hornstra - PhD Project data for study 1

description: &lt;B&gt;Title&lt;/B&gt;&lt;BR&gt;&lt;BR&gt;
De officiersopleiding en het multi-interpretabel wereldbeeld: Stimulus-respons reacties, cognitieve processen en meerdere perspectieven (Officer education and the multi-interpretable worldview: Stimulus-response reactions, cognitive processes and multiple perspectives).&lt;BR&gt;&lt;BR&gt;
&lt;B&gt;Authors&lt;/B&gt;&lt;BR&gt;&lt;BR&gt;
Hornstra, S. P. A.&lt;BR&gt;&lt;BR&gt;
&lt;B&gt;Summary&lt;/B&gt;&lt;BR&gt;&lt;BR&gt;
&lt;I&gt;This study offers a comprehensive conceptual analysis of the three predominant educational perspectives - behaviorism, cognitivism and constructivism - within the context of military learning processes, advocating for the incorporation of a multi-interpretable worldview in academic education programs at military academies in general, emphasizing that these programs should be fundamentally grounded in the constructivist educational perspective.&lt;/I&gt;&lt;BR&gt;&lt;BR&gt;
Behaviorism (learning viewed as the change in observable behavior caused by repeated associations between stimuli and responses, reinforced through rewards or punishments) and cognitivism (learning viewed as the active processing of information in the mind, where knowledge is organized, stored and retrieved) have traditionally been the dominant educational perspectives on military learning processes. The constructivist perspective (learning viewed as the active construction of understanding and knowledge through experience and reflection, while performing real-world tasks), however, generally remains underrepresented in the military context. Furthermore, the behaviorist and cognitivist educational perspectives are based on a worldview that is singularly interpretable. In contrast, constructivism is based on a worldview that is multi-interpretable. Consequently, learning processes in the military context are often based on a single viewpoint. The objective of the military training of skills is to teach the performance of a specific task in one particular way. Typically, there is minimal to no allowance for alternative interpretations of such task performances. Therefore, military training benefits from the educational perspectives of behaviorism and cognitivism with their one-dimension viewpoint. Nevertheless, a unitary outlook fails to encompass the multi-faceted nature of contemporary military operations. It is imperative to incorporate and synthesize diverse perspectives and interpretations to comprehensively grasp the operational realities of a mission. Academic education teaches officer cadets and officers to develop their own standpoint based on diverse perspectives and interpretations of a situation in a military operation, and to make decisions and take action based on this standpoint. Therefore, academic education benefits not from an educational perspective based on a singular worldview (i.e. behaviorism or cognitivism), but rather from one that accommodates multiple perspectives and interpretations, such as the constructivist educational perspective.&lt;BR&gt;&lt;BR&gt;
&lt;B&gt;Methods&lt;/B&gt;&lt;BR&gt;&lt;BR&gt;
Conceptual analysis.&lt;BR&gt;&lt;BR&gt;