Studies in education have usually attached importance to the precise definition of key words such as "education," "teaching," and "learning." Because these words are used in everyday speech with widely ranging meanings, the educational theorist is faced with a choice between defining terms narrowly at the expense of loss of conventional breadth of reference--thereby facing charges of stipulating eccentric meanings, or defining in such vague terms as to capture common usage and, in so doing, sacrifice precise discriminations. This dilemma may be avoided through the establishment of a model of education which puts less emphasis on the individual acts denoted by the ambiguous terms. / The concepts of education, teaching and learning are examined from this perspective. It is argued that teaching and learning should not be viewed just as unconnected events, nor syllabus content as knowledge independent of teacher and student. An attempt to explore the interactive nature of teaching is made through a study of the relations between teaching and learning. There is also an investigation of the different kinds of authority which prevail in the teacher/student relationship. / Epistemological considerations have often been invoked in decisions concerning curriculum content. This is not the only way in which aspects of knowledge intrude on the teaching situation. While categories of knowledge may well be considered in organizing what is taught, it is also the case that the actual learning will involve the student in the construction of categories of thought which she will strive to make coherent with the cognitive structures that she brings to the learning episode. It is argued that a suitable model of teaching must allow for teaching to be not just didactic. Teaching which accommodates the student's state of development will consist of both presentations and diagnostic appraisals. The interaction between teacher and student occurs as a sequence of acts, the progress of which will be and will be affected by appraisals and presentations by both parties. These sequences of acts are termed "teaching programs" and are given unity by the educational objectives which give them purpose. The inclusion of appraisals as well as presentations enables this model to accommodate the mutual understanding which teacher and student require in their educational encounters. / Source: Dissertation Abstracts International, Volume: 44-06, Section: A, page: 1826. / Thesis (Ph.D.)--The Florida State University, 1983.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75105 |
| Contributors | MOORE, IAN HENRY., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 130 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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