| Topic |
Transmission |
Transaction |
Transformation |
| Aims |
Mastery of content & inculcation of social norms |
Development of rational intelligence in general & complex
problem-solving skill in particular |
Self-actualization; self-transcendence; social involvement |
| Learning Experiences |
Learn content & master skills |
Inquiry & problem solving within a discipline or interdisciplinary
approach |
Integration of all aspects of person; interdisciplinary; connections &
linkages sought |
| Role of Learner |
Passive; responding |
Active; searching |
Active; interpreting |
| Role of Teacher |
Directive; didactic instruction; content expert |
Facilitator of inquiry: recommending resources; listening; stimulating;
observing; intervening |
First, work on self. Interpret life as being & becoming; Be in touch
with inner life & work on communication skills. be in touch with all. Make links to
community |
| Evaluation |
Traditional achievement tests; formative testing in mastery learning;
summative for a grade |
Focus on acquisition of complex intellectual frameworks and strategies as
well as social skills |
Includes conventional modes that focus on skills and subject mastery.
Strong emphasis on informal & experimental forms - self- and peer- evaluation |
| View of Learner: active or passive? |
Passive, responding to learning situation. Expected to adapt to
school's expectations and absorb the norms |
Both active and passive - receiving & initiating |
Active; searching; increasing competence |
| Whole Person vs. Person as Student |
Viewed as a role & no tampering with emotional side, as students to be
taught academic content & literacy & computational skills |
Viewed as a student attempting to develop conceptual frameworks &
problem-solving skills within a discipline |
Emphasis on whole person. Development a total package; focus on both
inner development & social consciousness as well as intellectual |
| Control |
Teach controls both learning & behavioral standards |
Shared control with teacher responsible for diagnosis & standards |
Students given as much control as possible with direction & standards,
too. |
| Type of Knowledge: public or personal - fixed or changing |
Public - fixed in texts - no tampering with personal knowledge |
Public but not seen as fixed & immutable; in relation to knower &
to procedures used to explore and verify knowledge |
Both public & personal; filtered through personal perceptions; need to
facilitate awareness of perceptions |
| Content vs. Process |
Content - fixed - organized into subjects & texts |
Process: inquiry & scientific method |
Process: not fixed or separate from the individual; rooted in personal
meaning |
| Motivation |
Extrinsic - external rewards & reinforcers: behaviorism |
Intrinsic - needs cause us to want to solve problems; environment
important in motivation |
Intrinsic; relate content to student interests & concerns; connection
to inner life important |
| Learning as Holistic [whole] or molecular or atomistic [parts] |
Molecular - broken down into small bits to be mastered - atomistic
paradigm |
Neither; main emphasis on analysis & related skills, such as
frameworking |
Holistic - connections & relationships or links important.
Mediation important. |
| Learner as Unique or with Shared Characteristics? |
Shared - all expected to master same thing; no room for individual
differences |
Middle ground shared re mental processes; concern for individual level of
development |
Unique with shared common concerns; need for meaning & connection |
| Learning - social or individual? |
individual in mastery; social in cultural transmission re inculcation of
social norms |
Neither totally; both important. |
Both social & individual. |
| Learner as Person or Client? |
Client - not seen as having an inner life with individual needs and
concerns; an an object to master a prescribed curriculum |
Learner as client; diagnose learner's framework and prescribe strategies
to overcome "invented ideas" |
Learner as a whole person; acknowledging inner subjectivity and basing
responses on an awareness of this subjectivity |
| Typical Modes of Instruction |
lecture and demonstration; practice |
inquiry and problem-solving |
role playing, simulation, mediation, reflection, work experience,
internships, community service, apprenticeships |
| Engineering: Delivering Content |
Apprenticeship: Modeling Ways of Being |
Developmental: Cultivating the Mind |
Nurturing: Facilitating Personal Development |
Social Reform: Seeking a Better World: Activism |
| Actions: Transmission of information; lecture
& demonstration |
Role modeling; socializing |
Questioning; inquiry; problem solving; introduce disequilibrium - gap
between known & need to know |
Negotiating caring & challenging; supporting & directing |
Activist stance; collective emphasis; societal focus; moving to belief
& action |
| Intentions: Accomplished performances; efficient
'coverage' & management |
Learned socialization; duty & obligation to teach another |
Facilitating intellectual development & personal autonomy |
Individual worth & dignity of the individual |
Clear ideal & principles re vision of a better social order |
| Beliefs: Knowledge stable & external to
learners; efficient delivery |
Those who know should induct those who don't |
Emergence of increasingly complex thought as individuals develop |
Personal relevance; stress on private knowledge |
Social, cultural, ethical, religious, moral, or political |
| Teacher:
Find efficient means to deliver predetermined
ends - means important [Presenter] |
Expert embodying the knowledge and skills to be learned [Role Model] |
Promote intellectual inquiry: questioner & searcher; experimenter |
Believe in and care for learner & set & maintain high standards
[care-giver, counselor, developer] |
ideal appropriate for all and for a better society |
| Learner:
Passive recipient of processes knowledge; entries vary; exit fixed |
Novice desiring to be inducted into the profession |
High regard for individual differences; dynamic |
Self-initiating; personally involved; seeking empowerment |
Knowledge and authority socially constructed & relative; to be
questioned |
| Content: Stable;
external to learner; clear |
Wisdom & knowledge fixed; craft knowledge |
Problems; issues; process-centered; strategy-oriented |
Feelings; goal-setting; enhancement of self-concept; sense of being in
control; enabling |
Agenda-oriented; action-oriented; taking charge; changing;
"improving" |
| Context:
lecture hall; one-way communication; programmed learning |
Contrived environment; internships; apprentices; mentorships |
Individual centered; learning how to learn |
Caring relationship; self-concept, sense of being in control [efficacy]
empowerment |
Codes, doctrines, ideologies, causes |
| Ideal Vision of Society:
Competent & accountable |
Those who know induct those who don't know |
People developing intellectually toward greater learner autonomy |
Positive & worthy individuals |
Ethics; religion, politics, morals |
| Evaluation: Standardized;
mastery; external exams |
Observation & checklists |
Creative problem solving |
Self-evaluation |
Group success in attaining the ideal |
