I find it extremely interesting that no one has spoken to constructivist
theory. In my opinion, PCT and constructivism merge hand in hand. Jon\hn
Dewey knew something and we should look to him in this particular
scenario. Consider that constructivism states that new knowledge and/or
experience is stored with prior experience. In order to reach a student
a teacher must present knowledge to him/her which they can relate to
otherwise they will either reject the new information as irrelevant or not
be able to store the information because there is no prior experience to
attach this info. This scaffolding process is crucial in the learning
process.
I believe PCT comes into effect when we consider an individual's prior
experience. As new information enters it is censored by the individual in
regard to prior experience and his/her value system. This censoring is a
higher order loop process. Individuals who deem new information as
irrelevant will censor the input. If we don't provide relevancy then
students will not have an opportunity to construct meaning and attach this
new knowledge to prior experience and/or knowledge.
In addition, if we consider an individual's prior experience from a
Brofenbrenner perspective, then I believe we can also associate a PCT
perspective. Brofenbrenner's notion of a micro, meso, exo and macro
system of interaction which shapes an individual is appropriate to
consider through this paradigm. Each interaction of an individual's life
involves a reshaping of their value system (i.e., reference signal).
Therefore, to understand a relevant location in each person prior
experience involves understanding a holistic picture of each student.
Joe Slowinski