From ancient imprints to digital connectivism networks, six major theories shed light on the mechanisms of learning.
1. The footprint model
The imprint model, whose roots go back to Greek antiquity , considers learning as a process of passive reception of knowledge .
Plato, as early as the 4th century BC , compared the soul to a wax tablet on which the teacher engraves knowledge. In this perspective, the student is seen as a blank receptacle, intended to absorb the knowledge transmitted by the teacher, without interaction or personal construction.
This model has profoundly influenced teaching for centuries, particularly in medieval and classical educational systems, where learning was based on repetition, memorization, and recitation. It is still found in the 19th century in the public schools of Jules Ferry, with lectures and daily dictations.
Although criticized for its failure to take into account individual differences or critical thinking, this model laid the foundations for modern school organization  : transmission of disciplinary knowledge, textbooks, and the central role of the teacher. It reminds us that all pedagogy begins with content to be transmitted, even if methods have since largely evolved towards greater interaction and personalization.
2. The behaviorist model
Emerging at the beginning of the 20th century, the behaviorist model conceives of learning as an observable modification of behavior, induced by external stimuli. Influenced by the work of Ivan Pavlov on the conditioned reflex (1903) and developed by psychologists such as John B. Watson and especially BF Skinner in the 1930s to 1950s, behaviorism is based on the idea that behaviors can be shaped by conditioning .
Sinner, with his famous experiments on pigeons and rats in the “Skinner box,” demonstrated that behaviors could be reinforced positively (by rewards) or negatively (by the removal of an unpleasant stimulus).
In pedagogy, this has given rise to methods such as individualized teaching programs , self-correcting sheets or even the use of reward systems (good points, encouragement, etc.).
This approach found a strong echo in programmed learning devices in the 1960s, or more recently in certain adaptive e-learning platforms .
However, it has been criticized for its reductive view of the student as a passive subject and for its ignorance of the cognitive, affective and s, and social dimensions of learning.
3. The cognitivist model
Emerging in the 1940s, the cognitivist model marked a major shift in our understanding of learning by focusing on the brain’s internal processes, rather than external behaviors. This approach is based on the idea that learning is not simply an accumulation of knowledge, but a complex process of information processing, involving the perception, organization, memorization, and interpretation of data.
The work of researchers such as Jean Piaget, who studied the development of mental structures, or Jerome Bruner, who focused on cognitive strategies, made it possible to formalize this approach.
Robert Gagné, for his part, defined precise steps to structure learning, from initial attention to lasting retention.
For example, Gagné formulated pedagogical principles that still influence the design of modern educational programs, emphasizing specific phases of cognitive engagement.
In the cognitivist framework, the student is considered an active processor of information, where the teacher encourages reflection, mental organization of data, and strategic memorization.
This approach values ​​the use of techniques such as metacognition , allowing the student to become aware of their learning processes and to optimize them for deep and lasting understanding.
4. The constructivist model
As early as the 1950s, the constructivist model proposed a radically different view of learning, emphasizing that students actively construct their knowledge. In contrast to the cognitivist view, which focuses on individual information processing, constructivism, inspired by Jean Piaget, Lev Vygotsky, and Jerome Bruner, places particular emphasis on social interactions and concrete experience in the construction of knowledge.
Piaget, for example, showed that children develop their cognitive abilities through stages of development nd that learning depends on interactions with the world and with others.
Vygotsky, for his part, introduced the concept of the zone of proximal development, according to which the student can accomplish more complex tasks if he receives adequate support from adults or peers. This theory highlights the importance of social exchanges in overcoming individual limitations.
In a constructivist environment, students are encouraged to actively explore, collaborate, and question their environment to create contextualized knowledge .
The teacher, as a facilitator, does ot just transmit information but guides students in their personal exploration and experiential learning, emphasizing the importance of autonomy and creativity .
5. The socio-constructivist model
Since the 1960s, the socio-constructivist model has emphasized learning through interaction with others. Vygotsky, one of the pioneers of this approach, emphasized that cognitive development is strongly influenced by social interactions.
This model encourages collaboration among students, fostering the exchange of ideas and the co-construction of knowledge. By incorporating this approach, teachers can create an inclusive and dynamic learning environment that benefits all students.
6. The connectivist model
Finally, the connectivist model, developed in 2003, addresses learning in the digital age. This theory argues that learning is a process of connecting various sources of information, whether human or technological.
In a constantly evolving world, connectivism reminds us of the importance of developing skills to navigate an ocean of knowledge. Teachers can thus integrate digital tools and encourage student autonomy in their learning.
