On Generalization and Variation Theory

Abstract

The variation theory developed by Marton has quickly become popular as a framework for providing guidance for making learning possible. However, the epistemological assumption behind the theory is often accepted without critical scrutiny. This paper poses an apparent problem of the possible occurrence of learning in the situation of generalization, where one aspect is kept invariant, while other aspects vary. Eventually some of the learners can learn the invariant aspect. However, variation theory entails that the experience of variation in an aspect is necessary for learners to discern that aspect. How then is it possible for the learners in a situation of generalization to fully discern the invariant aspect? Through scrutinizing the epistemological assumption, I hope to foster discussion toward further improvement of the theory.

Keywords:

• variation theory
• generalization
• classroom learning
• phenomenography

Notes

¹According to scholar.google.com, as of September 9, 2011 there were a total of 2,046 citations of the book Learning and Awareness (Marton & Booth, 1997), in which the variation theory was proposed.

²Some components can appear in more than one legal position in the characters.

³As far as I know, these items were constructed with no violation of any linguistic rules governing the formation of real Chinese characters. The children had no previous knowledge of these items, which thus could not affect their decision regarding the legality of the items. Otherwise, the children may consider an item as legal simply because they know the item.

⁴Note that some of the incorrect forms result from ignorance about a combination of two critical aspects.

Additional information

Notes on contributors

Ho Cheong Lam

Ho Cheong Lam, Department of Early Childhood Education, Hong Kong Institute of Education.