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%THEORY OF EDUCATION 761206
Each educator and trainer has an explicit or implicit
theory of education. Some are proud that they have no
explicit theory of education, and look with condescension
upon those who do have an explicit theory of education.
The problem with having an explicit theory of education is
that it can be shared and criticized. The advantage of
having only an implicit theory of education is that then
it cannot be shared, and therefore is immune to criticism.
The disadvantage of having only an implicit theory of
education is that its uncriticized faults will victimize
and drive away students---in spirit, if not in body.
Long-range goals will best be served by an explicit theory
of education. Short-range goals will best be served by an
implicit theory of education. Students should take note
of these facts, and ask their teachers and professors what
their theories of education are. Instructional
activities, however, are probably a better indicator of a
teacher's theory of education---than are the same
teacher's explicit statements---even when the teacher has
a conscious and explicit theory of education. Actions
speak louder than words. Thus, it might be well for
teachers to ask their students what they perceive to be
the operating theory of education. The students'
responses might be a real education to the teachers!
Often theories of education focus rather narrowly
upon the presumed dynamics of the incorporation of
knowledge into a student as an isolated information
processing system. Such theories do not focus adequately
upon the importance of the relationship between the
student and the educator; they perceive the relationship
as quite secondary to processes internal to the student
and processes internal to the educator. The student-
professor and student-teacher relationships are not
perceived as the realities which create and fulfill the
constituent elements. Yet, it is the quality of those
relationships which are determinative in the educational
process. Any adequate theory of education must in a
profound way come to terms with unbiased observations
regarding how student-educator personal relationships are
determinative in the educational process. This will
involve existential observations and very personal reports
which---will be impossible in anything but an emotionally
fail-safe environment. It will necessitate the attention
of people who are able to transcend the five-cultures
dichotomy and so deal effectively with technical and non-
technical considerations.
(c) 2005 by Paul A. Smith in
www.essayz.com Search for Integrity and Honesty
(On Being Yourself, Whole and Healthy)
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