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This-essay is a7612063.htm which is available at the web-site www.essayz.com. See more notes at the bottom. Previous-Essay <== This-Essay ==> Following-Essay By-Months By-Years By-Words Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One ========================================================== %THEORY OF EDUCATION 761206 Each educator and trainer has an explicit or implicit theory of education. Some are proud that they have no explicit theory of education, and look with condescension upon those who do have an explicit theory of education. The problem with having an explicit theory of education is that it can be shared and criticized. The advantage of having only an implicit theory of education is that then it cannot be shared, and therefore is immune to criticism. The disadvantage of having only an implicit theory of education is that its uncriticized faults will victimize and drive away students---in spirit, if not in body. Long-range goals will best be served by an explicit theory of education. Short-range goals will best be served by an implicit theory of education. Students should take note of these facts, and ask their teachers and professors what their theories of education are. Instructional activities, however, are probably a better indicator of a teacher's theory of education---than are the same teacher's explicit statements---even when the teacher has a conscious and explicit theory of education. Actions speak louder than words. Thus, it might be well for teachers to ask their students what they perceive to be the operating theory of education. The students' responses might be a real education to the teachers! Often theories of education focus rather narrowly upon the presumed dynamics of the incorporation of knowledge into a student as an isolated information processing system. Such theories do not focus adequately upon the importance of the relationship between the student and the educator; they perceive the relationship as quite secondary to processes internal to the student and processes internal to the educator. The student- professor and student-teacher relationships are not perceived as the realities which create and fulfill the constituent elements. Yet, it is the quality of those relationships which are determinative in the educational process. Any adequate theory of education must in a profound way come to terms with unbiased observations regarding how student-educator personal relationships are determinative in the educational process. This will involve existential observations and very personal reports which---will be impossible in anything but an emotionally fail-safe environment. It will necessitate the attention of people who are able to transcend the five-cultures dichotomy and so deal effectively with technical and non- technical considerations. (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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This-essay is a7612063.htm which is available at the web-site www.essayz.com. These 5 lines echo top lines. Previous-Essay <== This-Essay ==> Following-Essay By-Months By-Years By-Words Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One