Martin Owen (t.m.owen@bangor.ac.uk)
Thu, 29 Jul 1999 14:18:43 +0000
Date: Thu, 29 Jul 1999 14:18:43 +0000 From: Martin Owen <t.m.owen@bangor.ac.uk> Subject: Re: Education & Learning
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Ha.. I've been quiet (actually I have been out in a field listening and
dancing to music... WOMAD not Woodstock...)
I was tempted to answer a list of quoted clippings I have collected from
many contributions.
However random points at first:
My native tongue uses the same word for teaching and learning : dysgu ( the
root is latin ass in scola,and interestingly shares a root with ladder). I
try not to get hung up on the distinction between what "good" teachers do
and what learners "do". I assume that teachers are there for the learners.
A quaint idea I realise, however I feel the only measure of teacher
effectiveness in the end is_______ ( complete this in less than 12 words
and mail to:-)
Second point: I am aware that many of our circle are writing with a north
American experience. Without wanting to stereotype, one can characterise a
great deal of US thinking on psychology, sociaology and education as being
a discourse strongly premised on individualism. I think it is important to
relise that it is "discourse", and that there are alternative discourses.
If I think that issues like "individual learning styles", "evolutionism"
(as taken from Lorenz) or "behavioural psychology" as mere constructs... I
am also aware of my own mere constructs... but I prefer to base theorising
on the notion that we are engaging in "discourse" rather than take
positivistic approaches.
This is not to say that when researchers or teachers encounter different
reactions to similar situations on the part of people tp apparently the
same situation that they do not have anything valid to say about the
situation. I only begn to wonder when they ascribe these phenomena to
constructs of "individual typologies" (like Myers-Briggs say) rather than
the socio cultural ontology of the people ( wise and foolish virgins).
Imagine I am a psychologist (with a tendancy to phrenology or its modern
decendents). I come up with a theory on how the brain works. From my theory
I devise ( within my framework) a rational way to deconstruct the brain. I
use this theory as the first year course for postgraduate med school in
neurosurgery. Sensible?
I go to a course one week. I learn lots of interesting stuff on how to use
computers in school. I go to teach on Monday... and none of it fits my
situation, even though on Friday afternoon I filled in the evaluation form
which said the course was great, and I am now certificated to drive a
HAL9000 series computer with teacher proof educational software.
How many times do I have to deliver inspirational dissatisfaction to
realise that "courses" do not change teachers (much)?
"it's ok for you folks in the Teacher College, but its not like that in the
classroom" ,<< the chorus of a 1000 teachers>>
Bob (Leamson), was I so unclear to suggest there is no content to teacher
education? Sorry, if that is the case. Along with best practice in medicine
, aeronautics and accountancy education ( and poetry education as well) I
want to develop EVIDENCE BASED PRACTICE.
Past evidence counts too.
Reflection is important ... as well as learning to reflect
Gathering evidence is important.
There are no formulaic solutions.
There are processes of induction into process
Significant parts of the "content" are developing the language and tools of
discourse about teaching (oops there I go again-I mean learning). But it is
discourse... not mastery of earlier gurus' ideas.
Tom, the Diamond Age 'ractors are one of the most interesting bits of
learning technology ever conceived However what is sad about Nell's
education is that it is essentially an education of "lonelyness". I think
she would have benefitted from having some of the real world education of
her brother, who was possessed of other wisdoms. ( read the book folks)
Temorarily, I now have to go to a different field to help set up another
festival... I'll be back
Martin Owen
T.M.Owen@bangor.ac.uk
School of Education Yr Ysgol Addysg
University of Wales, Bangor Prifysgol Cymru, Bangor
Normal Site Safle'r Normal
Holyhead Rd Ffordd Caergybi
Bangor Bangor
Gwynedd
LL57 2PX
Voice/Llais +44 1248 382 943
Fax/Ffacs +44 1248 38 36 40
URL: http://weblife.bangor.ac.uk/rem/rem.html
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