Maybe this is the teacher's role. Rather than imparting knowledge, a teacher
works with learners to help them make decisions about how to approach a
subject: what content materials to use, how to pace themselves through the
material, how to self-evaluate their learning, what groups of learners can
do together to support each others' learning, ....( Alison Snieckus)



There is probably nothing inherently wrong with teaching, even in those
cases when teaching means lecturing. What is bad is if it is seen as the
sole mode of contributing to other people's learning; when it's not what the
learner is looking for and yet it's being forced upon the learner; when it's
not passionate, beautiful, informative and emotionally and mentally
engaging. Of course, there are some excellent examples of good lecturing
available, including for free on the Internet. The mainstream practice is
unfortunately often less exciting. The ability to recognize and appreciate
the autonomy of the learner and to do all those things Alison suggests, is
indeed part of what one must expect of any teacher worth her or his salt.
And much more!

 

Incidentally, I don't see it as a matter of "Optimizing Knowledge Transfer."
This phrase suggests that it's basically a process of getting knowledge (as
if it were a thing) from someone's head into some other person's head. The
phrase doesn't adequately emphasize how essential dialogue is for true
learning, which always involves more than the single learning individual.
Learning is never done alone, at least not from the perspective of the true
learner. Even when reading a book, or for that matter a WE document, the
learner engages in a dialogue with its author(s).

 

Jan 

 

---

Jan Visser, Ph.D.

President and Sr. Researcher, Learning Development Institute

http://www.learndev.org

http://www.wikieducator.org/User:Jvisser.ldi

 


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