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%STUDENT READINESS-4 780729
A student is not ready to learn if the student does
not feel free in the learning situation. Freedom is part
of learning readiness. A robot is not able to learn in
any meaningful way, although it may be programmed.
Education involves educement, not inducement. Freedom is
an essential aspect of student-readiness.
Anticipation of positive affective experiences is
part of student readiness. Students will not eagerly
engage in a task if they anticipate negative experiences
in the effort---unless there are large "pay-offs" which
make the negative experiences tolerable on the whole. Such
considerations often lead teachers to use bribes to
motivate students. The students learn to accept and ask
for bribes. Some teachers try to motivate students by the
use of threats and punishments. The students learn to
cope creatively with threats and how to avoid punishments.
Students get positive affective/emotional returns out of
dealing with manipulative teachers in ways which are
expressive of the students' freedom. The students'
responses to teachers' manipulations---are rarely the
responses intended by the teachers.
Students are not ready to learn if they are in a
context which does not affirm their right to be themselves
with integrity. If their context is designed to "save",
"correct", "improve", "adjust" them, or in another way
violate their integrity---they are not therein affirmed as
persons. Student readiness depends upon affirmation. In
the absence of personal affirmations students cannot be
meaningfully ready to learn. Students need to be affirmed
by each other and by their teachers.
Student readiness depends upon a holistic self-image;
an understanding of where the student is in the growth
process, including the above considerations. The student
needs to be a significant participant in the educational
leadership. Otherwise there is bound to be some fear of
manipulation. Student readiness thus involves a holistic
approach on the part of all participants in the
educational venture.
Most of the above considerations make it difficult
for specialists to facilitate student readiness---and thus
difficult for specialists to be effective educators. For
this reason, most highly trained/specialized scientists do
not serve as effective educators. Their highly
specialized training makes them unsuited to be teachers.
(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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