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                                %CARRY-OVER VALUE 1 730908

     An educational  learning  experience  has  carry-over
value  only if it contributes helpfully to  wise decisions
and action thereafter.  In setting priorities for learning
experiences  it  is not enough to ascertain that a certain
planned learning experience is likely to have some  carry-
over value for the student. It is important to compare the
likely  carry-over  values of  various  possible  learning
experiences  and  set  priorities  in such a  way that the
cumulative carry-over value is as great as possible.  This
means  that certain learning experiences should come prior
to other learning experiences, and as a corollary, certain
learning experiences should  not be  scheduled until after
certain prerequisites have been met; e.g., explanations of
science relevant experiences should not be scheduled until
after   the   student  has  had   the   science   relevant
experiences.   Answers  to unasked questions  have  little
carry-over value.  If the student has not really asked the
new  question,   giving the answer is not being helpful to
the student.

     In setting priorities not only must there be  respect
for  proper order.  There must be a mutual respect for the
contexts in life which encourages educators  and  students
to  behave wisely in dealing with finitude.   It is unwise
to behave  as if there will be enough time to  participate
in  all desirable  learning  experiences.   Consciously or
thoughtlessly "no"  will be the ultimate response to  many
desirable learning experiences;  there is not enough time.
It is best to say "no" thoughtfully.

     The educator can  not  successfully  decide  for  the
student  what  learning  experiences will have the largest
cumulative carry-over value.  The carry-over value depends
greatly  on how the priority setting decisions are arrived
at.   Unless the  student  is  a  participant  in  setting
priorities,   the carry-over value is likely to  be low no
matter how "correctly" the priorities are set.  Alienation
between  student  and educator greatly  reduces carry-over
value.   Science educators who are  alienated  from  their
students can not helpfully guide students through learning
experiences  which  will  assist them  in  later political
action calling for informed and wise decisions and action.

                         (c) 1999 by Paul A. Smith in
  GO:  essayz.com     "Search for Integrity and Honesty"
                    (On Being Yourself, Whole and Healthy)

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