Educational Enquiry and Professional Knowledge: towards a Copernican revolution

Carr, David

doi:10.1080/0305569940200104

Cited by 17 publications

(12 citation statements)

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“…The trouble is that the pedagogical approach of Skinner and other behaviourists through 'behavioural objectives' of curriculum planning have raised more questions than they propose to solve. In this case, behaviourism blurs a distinction between personal agency, or what we do from our own volition as opposed to nonvolitional (or behavioural conditioning), and fails miserably to provide an account of the processes by which students come to understand or make sense of something in a meaningful way (Carr, 1992(Carr, , 1994(Carr, , 2003.…”

Section: Introductionmentioning

confidence: 97%

“…Since much of what we understand about learning in education owes much to the enormous influence of twentieth century psychology it needs to be noted from the outset that learning can take a great many different forms and that sometimes people come to understand in surprising ways that do not fit neatly within empirical or rationalist explanations of learning. According to Carr (1994) the basic problem of psychological discourse is that it is 'held completely captive' by a description of mental or behavioural processes that are identifiable and analysable in 'natural scientific terms', as if they are events in a 'causal relationship' that can be explained somehow with 'laws established on the basis of observation and experiment ' (p. 39). This is why Hamlyn (1967) in discussing the logical and psychological aspects of learning makes the pertinent point that certain questions about learning, such as 'what learning is' and what is implied 'when someone has learnt something' are not so 'much a matter for the psychologist as for the philosopher' (p. 24).…”

Section: Introductionmentioning

confidence: 99%

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Embodied Learning

Stolz

2014

Educational Philosophy and Theory

119

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This article argues that psychological discourse fails miserably to provide an account of learning that can explain how humans come to understand, particularly understanding that has been grasped meaningfully. Part of the problem with psychological approaches to learning is that they are disconnected from the integral role embodiment plays in how I perceive myself, other persons and other things in the world. In this sense, it is argued that a central tenet of any educational learning involves being taught to perceive, come to know ourselves and the world around us. This may seem like stating the obvious, but there is a general tendency to take the experience of perception for granted. Since phenomenology according to Merleau-Ponty recognises that perceptual experience is the basis of 'all rationality' makes it particularly apt for explaining the significant role embodiment plays in understanding what has been learned, and understanding that has been grasped meaningfully. What makes this account of embodied learning educationally significant is that the whole person is treated as a whole being, permitting the person to experience him or herself as a holistic and synthesised acting, feeling, thinking being-in-the-world, rather than as separate physical and mental qualities which bear no relation to each other.

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Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Embodied Learning

Stolz

2014

Educational Philosophy and Theory

119

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“…Learning styles can be described in many ways but commonly are broken down to three preferences: auditory, visual, and tactile (also called kinesthetic) [3]. Therefore, it is important for teachers to recognize different learning styles so that students are not greatly disadvantaged in the classroom [2]. Students are not limited to a single preference and may learn to adopt other methods of learning through exposure in the classroom.…”

Section: Factors Affecting Student's Preferencementioning

confidence: 99%

“…Learning is a dynamic process that aims at bringing behavioral changes (in terms of understanding, attitude and skill) on the pupils [2]. To bring effective teaching-learning environment and to attain the objectives we set, selection and implementation of various appropriate teaching methods is an indispensable agendum [3].…”

Section: Introductionmentioning

confidence: 99%

StudentsÃ¢ÂÂ Preference for the Various Teaching Methods in Tourism Courses: A Case of Tourism Management Department, Madawalabu University

Aynalem¹,

Abebe²,

Guadie³

et al. 2015

J Tourism Hospit

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This study was design to assess the student's preference of the various teaching methods in tourism management department, Madawalabu University. Students and teacher were the subjects of the study. Lottery randomization sampling technique was employed to select 23 s from 1 st , 2 nd and 3 rd year student for the questionnaires. Five teachers were purposively selected for in-depth interviews including the team leader. Six formal lesson observations were conducted. Qualitative data was narrated and presented thematically and quantitative data was analyzed with the help of SPSS Version 20 used to compute descriptive statistics measures (frequencies, percentages, mean and standard deviation) and the relationship between different variables were analyzed through Pearson correlation. The result showed that field trip is preferred as most interesting method of teaching for students to learn tourism courses followed by discussion, problem solving and brainstorming whereas lecture method is labeled as least interesting. learning preferences [9]. Understanding students' learning styles or preferences is important for improving learning and developing an appropriate learning environment accordingly [8].In terms of students' preferred teaching methods [14] suggests that students do not favor active learning methods because of the in-class time taken by the activities, fear of not covering all of the material in the course, and anxiety about changing from traditional classroom expectations to the active structure. In contrast, research [3] examined perceptions across six teaching methods: lecture/discussion, lab work, in-class exercises, guest speakers, applied projects, and oral presentations. Students most preferred the lecture/discussion method. Lab work, oral presentation, and applied projects were also favorably regarded. Khan [8] also noted favorable student attitudes towards active learning methods.Jason [7] in his research on Effective teaching methods for large classes has made an assessment of students' preference of five teaching methods (lecture, Jigsaw, Lecture/ Discussion, Case study and Team Project) by conducting survey on the students. He found that, most students enjoy a blend that includes at least some component of active learning/participation in combination with traditional lecture, and confirms the importance of including some level of discussion during the class, but also providing structure through an organized lecture. Factors affecting student's preferenceDifferences between individuals' preferences can be detected in many aspects of learning processes, such as, physical, behavioral, thinking styles, interaction styles, method of learning, rate of learning, and the cognitive styles that students choose when receiving new knowledge [9] Students' learning style, personality type and multiple intelligences, freedom of speech in childhood, social interaction, may influence their preference of teaching methods. Learning styles can be described in many ways but commonly are broken down to three...

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“…As significant as all this for a profession which is defined mainly in terms of its ethical commitment to learners (Carr, 1994) has been the relentless transformation of public service values and virtues into a marketised, consumerist culture (Hyland, 1998).…”

Section: The Vicissitudes Of Teacher Professionalismmentioning

confidence: 99%

Theory, Practice and Performance in Teaching: Professionalism, intuition, and jazz

Humphreys

Hyland

2002

Educational Studies

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Educational Enquiry and Professional Knowledge: towards a Copernican revolution

Cited by 17 publications

References 0 publications

Embodied Learning

Embodied Learning

StudentsÃ¢ÂÂ Preference for the Various Teaching Methods in Tourism Courses: A Case of Tourism Management Department, Madawalabu University

Theory, Practice and Performance in Teaching: Professionalism, intuition, and jazz

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Educational Enquiry and Professional Knowledge: towards a Copernican revolution

Cited by 17 publications

References 0 publications

Embodied Learning

Embodied Learning

StudentsÃ¢ÂÂ Preference for the Various Teaching Methods in Tourism Courses: A Case of Tourism Management Department, Madawalabu University

Theory, Practice and Performance in Teaching: Professionalism, intuition, and jazz

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About

StudentsÃ¢ÂÂ Preference for the Various Teaching Methods in Tourism Courses: A Case of Tourism Management Department, Madawalabu University