This-essay is a7712172.htm which is available at the web-site www.essayz.com. See more notes at the bottom. Previous-Essay <== This-Essay ==> Following-Essay By-Months By-Years By-Words Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One ========================================================== %NON-EXEMPLARY EDUCATION 771217 Non-exemplary education is an attempt to educate students without the educator by-example enabling-the- students to do what they are expected to learn to do. Many students need exemplary behavior to enable them to do new things. They cannot do something which they have not witnessed in a supportive emotional environment. By- example they must be told that it is o.k. for them to do the new thing. It will not do to be told abstractly what is involved in doing the new thing---for the abstractions do not convey the essential affective messages regarding the new activity. The need for exemplary education is in part generated by educational procedures which instruct students to wait until the teacher has sh own them how to do a new thing. Creative initiators are pains-in-the-neck to uncreative teachers, and often even to creative teachers. Bureaucratic procedures do not lend themselves to coping with unexpected initiatives by creative students. Thus bureaucracies tend to teach students to wait until they are sh own how to do some new thing. When the lesson is learned that the student is unable to initiate; or do learn without exemplary behavior on the of the part of instructor, learning is inhibited. For college students who have learned that they can learn only through exemplary behavior---the lecture is an occasion for exemplary behavior. The physics teacher needs to enable students to work physics problems by example --- by working physics problems above and beyond illustrating the general procedure. The purpose of the worked examples must be to give the affective message that it is now o.k. for students to try their hand at working physics problems. When new kinds of problems come up, it may be necessary to effectively tell the students by example that is o.k. for them to work the new kind of physics problem. Whether or not a problem is a new kind is entirely dependent upon the students' perceptions --- and not upon the teachers perceptions. The issue is an affective one, not an objective one. The affective needs of the students originate in their perceptions and must be fulfilled through exemplary education. For this reason non-exemplary education is often impotent. (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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