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%TRICKERY OR CHALLENGE 781029
Science teachers like to challenge their students
with problems taken from the real world, or made to
simulate real world problems. In doing so science
teachers challenge students with problems which do not
explicitly say what is to be done, what all the relevant
information is, and what information is not relevant.
Students who are "destined" to become successful
(like today's scientists) find such problems challenging
and rise to the challenge; finding their fulfillment in
structuring the problem so that they can solve it. Future
scientists gain analytic ability as they succeed in
structuring unstructured problems, and in fitting together
the pieces of the puzzle so as to identify which pieces
belong to another puzzle and which pieces of the puzzle
are missing.
Students who are not "destined" to become successful
(like today's scientists) tend to see the situation quite
differently. They tend to experience the "challenges" as
messages that they as persons are not wanted, that the
scientists are trying to maintain the elitist character of
their profession, that science classes are the arenas for
a competitive sport in which very few win to go to the
next level of the contest. In evaluating teaching
effectiveness they would give high marks to science
teachers for their ability to teach students that very few
can learn science, and that students who can not learn
science on their own---- are not worthy of affirmation.
Such students are likely to experience the challenges of
science teachers as tricks which are used to decide which
students merit the affirmation of the science teacher, and
which students do not merit affirmation. Inadequacies in
teachers' explanations tend to confirm this hypothesis, as
such inadequacies convey to students the message that the
teachers do not care about them enough to pace the
learning at a rate which both students and teachers can
handle at a mastery level.
One of the most convincing verifications of the
trickery hypothesis takes the form of "it is obvious (well
known, clear, easy to show, etc.) that - - -." The
students should insistently ask, "Is it Obvious?" To whom?
On what basis?"
(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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