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%THEORY OF EDUCATIONAL LEARNING COMPARE+790522
%TEACH COLLEGE PROFESSOR BLOCK BALANCE 790522
The higher you go in education the more the focus of
students is directed toward the abstract theory of each
discipline. The higher you go in education the less the
focus of teachers is directed toward the abstract theory
of what promotes learning. University and graduate school
professors tend to be very critical of the lack of balance
between the learning of content and the learning of the
theory of education---in the required courses of teacher
education departments. They are usually blind to the fact
that without any formal training in the theory of learning
and of what promotes learning, they themselves are even
more unbalanced than the elementary and secondary
teachers' whose preparation they term unbalanced.
Without a theory of educational learning, college and
university professors are limited to copying the good and
bad role models under whom they suffered as college,
university, and graduate school students. They have no
theoretical framework within which to compare their own
teachers, and within which to formulate alternative
instructional styles.
College, university, and graduate school professors
concentrate upon formal representations relevant to the
content of their courses---but avoid formulating formal
representations of the informal theories of education
implicit in their daily instructional practices. Such
formulations would open up the possibility of testing and
disproving their implicit informal theories. In fact, a
formal statement of some of their implicit theories. In
fact, a formal statement of some of their implicit
informal theories would by itself reveal how indefensible
the theories are. Yet without articulations of theories
of education---it is impossible to compare them and wisely
choose the most helpful ones for further testing and
refinement.
A helpful theory of education will focus attention
upon what kinds of instructional behavior are helpful to
students, and what kinds of instructional behavior tend to
block various forms of experience, perception,
integration, understanding, motivation, sharing,
receptivity, listening, dialogue, and communication in
general. A helpful theory will be the basis of
predictions which are open to falsification and
verification. It is tragic that theoretically oriented
professors are so disinterested in developing theories
about how they could do their work more helpfully!
(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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