Ania Lian (ania@lingua.arts.uq.edu.au)
Wed, 27 Oct 1999 20:33:13 +1000 (EST)
Date: Wed, 27 Oct 1999 20:33:13 +1000 (EST) From: Ania Lian <ania@lingua.arts.uq.edu.au> Subject: Re: ania lianīs comments
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On Wed, 27 Oct 1999, normabenesdra wrote:
> I just wanted to say that that is what we do when we teach, down here in
> Buenos Aires, Argentina, South America in our institute. In fact, we may
> not devote as little as 2 minutes to each method but we usually devote 15
> or 20 minutes to each different activity many times with a different
> pedagogical approach. And we do this because we don4t know when a student
> learns. Or how, for that matter.
More importantly, do we know what they learn or have to learn? And if yes,
then how did we elicitate the object of learning? The problem with methods
is not a problem of learning but, in my view, a problem with knowing what
constitutes knowledge. Once we know what constitutes knowledge we can
ponder about ways which facilitate its hmmm development?, creation,
construction?, reconstruction? acquisition? ....
> Since we know nothing
that's of course an overstatement. Once we know what an activity should
contain, we acted on our knowledge, or understanding of the things that we
see as relevant. Thus I would suggest that the problem of method is not
just the problem of how to get the leraners to learn things. More
imporantly it is a problem of decesion making as to the elements, or the
shape of the things that constitute the learning structures.
Otherwise, learning is construed as a product of the relationships
between that which the teacher sees as worth learning and the methods
which the teachers develop for acquisition of this worthwhile
elements. The problem is: by virtue of which mechanisms the objects of
the selected teaching approaches are assessed as valuable?
Ania Lian
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