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%STUDENT READINESS-2 780729
There are many ways to formulate an incipient
question which concerns a student. A student may be ready
to deal with some formulations of a question, yet not be
ready to deal with other formulations of it. Some
formulations may depend upon concepts/experiences with
which the student is not familiar and/or not at ease. The
presuppositions of some formulations of a question may be
threatening to a student's integrity. The directions in
which some formulations point may be counter to a
student's values, and so occasion value-conflicts which
will block the student's consideration of the formulation.
It will not be helpful to do violence to a student in an
effort to force consideration of a question-formulation
for which the student is not ready.
curious nor sees
any practicality in a learning task will not learn, due to
a lack of readiness. Manipulative efforts to cause
learning will usually be perversely counterproductive. It
is more helpful to facilitate student readiness by seeking
to promote curiosity and/or help the student to relate the
learning to values already affirmed by the student. The
student needs to experience the learning as an end in
itself or as a means to an already valued end. Learning
as a means to avoid punishment, or as a means to earn
artificial school-house rewards will tend to be short-term
learning---usually with perverse aspects. It will be
learning to deal with the artificial school-house
environment, and retained only so long as the student is
in that school-house environment. Such learning may
motivate the maintenance of the artificial environment to
justify the students' artificial learning.
Meaningful learning involves students taking
initiatives. The student who is not free/ready to take
initiatives is not ready to learn. Student readiness
involves the ability to initiate---with the justified
anticipation of fulfillment. The presence of an
authoritarian context is likely to inhibit student
initiatives by inhibiting the sense of freedom to take
initiatives. The teacher can help students by providing a
context in which students are free, ready, and desiring to
take initiatives. The teacher cannot meaningfully take
initiatives for the students---as a substitute for the
students taking initiatives. Students learn by doing, by
initiating without prompting, because they are free, and
want to do something of their own choosing.
(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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