EDUCATION is
much more than the acquisition of knowledge and
skills.
Throughout the world there is an undue reliance on
remotely specified learning outcomes (knowledge and skills) without
knowing the students. Learning outcomes are of critical
importance but this almost exclusive focus is
frequently counter productive. Reality is local
and complex.
Sadly this reliance arises in part from a QA (quality
assurance) approach. And is based on false
assumptions. The relatively consistent properties of
physical things cannot be extrapolated to human
beings. There are limits on what education can draw
from physics and engineering.
Specifying outcomes and methods without regard to
the actual current local & personal reality, including the
participating students often requires
- teachers to teach what (many) students
already know
- teachers to teach what (many) students are
not ready to learn
- teachers to report on 'learning outcomes'
that have not come out of the teaching and
learning that have been undertaken
- (many) mismatches between the learning tasks
and timelines available to both teacher and
student
- (many) students to learn things that are
meaningless
- unhelpful limitations on the contributions of
others
While many students are successful in spite
of this approach many fall by the wayside and they
and their teachers & schools are usually blamed
for their failure. Consider an alternative
approach that directly involves both teachers and students.
One is reminded of the well known quote -
"Give a person a fish and you feed them for a
day. Teach a person how to fish and you feed them for
a lifetime."
To paraphrase this, one might say -
"Give a person specific skills and knowledge
and you equip them for the matching situation.
Teach a person how to think and learn and you equip
them for a lifetime"
Learning does involve the acquisition of knowledge
and skills.
At a higher level, LEARNING
simultaneously involves
- acquiring / achieving new knowledge and
skills, and
- improving the personal systems of the learner.
In this sense there are 4 personal systems
with which each of us makes sense of, and responds to,
the world, viz,
- Thinking is about
- achieving concepts,
- taking in 'data'
and
- elevating knowledge to high orders of
knowledge
- Learning is about
- organising knowledge in meaning ways
- acquiring skills based on knowledge
- retaining knowledge & skills
- making existing knowledge and skills
readily available to the learner
- Doing is about
- identifying the purposes (goals),
ways (processes) and acquiring the
required means (resources)
- undertaking the steps necessary to
achieve the purposes
- Relating
- appreciating the implications
of one's actions for oneself, others
and things
- acting in ways that are cooperative
and collaborative when appropriate
- achieving the support, cooperation
and collaboration of others
- exercising appropriate
- care (no harm to self, others
or property)
- consideration (no disruption
to the activities of others)
- courtesy (no offence to
others)
Thus TEACHERS have
to negotiate the plethora of demands made by
governments and the education systems, schools and
communities in which they work. In addition to
this they need to
- establish rapport with their students
- achieve a sense of common purposes with their
students on which to build the working
relationships involved
- attend to the requirements of courses ... and
- utilise all their professional skill to mediate the
learning of the students with whom they
work.
See also
Thinking * Learning * Mediated
Learning * Learning Process * Independent
Learning
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