Ania Lian (ania@lingua.arts.uq.edu.au)
Thu, 18 Feb 1999 09:20:20 +1000 (EST)
Date: Thu, 18 Feb 1999 09:20:20 +1000 (EST) From: Ania Lian <ania@lingua.arts.uq.edu.au> Subject: Re: affective learning goals
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On Wed, 17 Feb 1999, ISC Staff wrote:
> David Merrill jumped from knowledge to outcome through the only affective
> hoop in his program - accomplishment - as motivation (ifets 8/9Feb digest)
> and glosses over the problem of the learner not attending to the learning
> task. Perhaps, though, this is an area where Merrill's instructional goals
> are not subject matter specific. Ashok Patel points to motivation as the
> engine that drives the learning process. Lora Kaisler notes rebellion and
> behavioral disorders in the classrooms. I would like us to consider if
> motivation and rebellion are cognitive, affective, unusual learning styles
> or maybe just learning outcomes.
> to, the emotional states of their users.
Achievement and motivation:
In regard to these two aspects in my travels to the US I have found
multiple confirmations of the attitude which I read somewhere in
Zimmermann's book about self-direction. This attitude he described more or
less going along these lines: in the US the belief in the power of an
individual translates into an assumption: If Benjamin Franklin could do
it, you can do it too. The implication is, if you cannot, you are, at best
not a "university material" and at worst, simply an idiot. Now, how much
is left out in this conclusion I would suggest worth rethinking. Is
motivation truly a question separate from achievement? And is achievement
a question universal valus which should drive all our endeavours?
As for rebellion: there may well be different signs of rebellion around us
some of them less easy to spot as they are a matter of the definition we
adopt for their identification. Just because our students do what we ask
them to do means nothing in terms of the sources of understanding which
guide their actions. But rebellion seems like a good point to start one's
thinking about one's pedagogic practice, I 'd think.
Ania Lian
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