Two Conflicting Theories of Knowledge, Learning, and Literacy [microform] : The Didactic and the Critical. Resource Publication, Series 1 No. 2 / Richard Paul
- Bib ID:
- 5552796
- Format:
- Book and Microform
- Author:
- Paul, Richard
- Online Version:
- https://eric.ed.gov/?id=ED352327
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- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1988
- 14 p.
- Summary:
-
The contrasting assumptions of the didactic and critical theories and approaches to teaching and learning are set out in this paper. The assumptions have to do with: (1) whether students should be taught how, rather than what, to think; (2) the relationship between knowledge and thinking; (3) what constitutes an educated, literate person; (4) how knowledge and truth are acquired; (5) the need for students to be taught listening skills; (6) higher order critical thinking skills in relation to reading and writing skills; (7) the role of questioning; (8) the relationship between student talk, or silence, and learning; (9) knowledge and truth as holistic or additive; (10) the interrelationship or dichotomy between knowledge and values; (11) the importance (or nonimportance) of understanding the mind and its workings; (12) how prejudices are built up and broken down; (13) the starting point for genuine learning; (14) the relative importance of in-depth and superficial knowledge; (15) teacher and student roles in learning; (16) self-directed versus teacher-directed recognition of ignorance; (17) student versus teacher responsibility for learning; (18) how students transfer knowledge to real-life experiences; (19) the role of personal experience in learning; (20) authority for knowledge and understanding; and (21) how learners proceed toward truth--directly or in a zigzag manner. It is concluded that recognition of the need for a shift from a didactic to a critical theory of knowledge, learning, and literacy is growing daily, but that its implementation is only beginning. (IAH)
- Notes:
-
- ERIC Note: For other documents in this series, see SP 034 129-138.
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Other authors/contributors:
- Montclair State Coll., Upper Montclair, NJ. Inst. for Critical Thinking
- Available From:
- ERIC
- Copyright:
-
In Copyright
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Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 1988
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