20 Mar 2005 (Sun)
An adapted extract from The Three Dimensions of Learning – Contemporary Learning Theory in the Tension Field between the Cognitive, the Emotional and the Social by Professor Knud Illeris (2002):
“IN THE EASTERN RELIGION, Zen Buddhism, the goal is to achieve enlightenment. The Zen master attempts to bring about enlightenment in his pupil in various ways. One of the things he does is to hold a stick over the pupil’s head and say fiercely, ‘If you say this stick is real, I will strike you with it. If you say this stick is not real, I will strike you with it. If you don’t say anything, I will strike you with it.’ ” (Bateson 1972, p.208).
“This is a clear double bind situation because all the proposed solutions are ruled out, yet it can be solved without schizophrenia or flight, if the pupil manages to take the stick from the master and thus transcend the constituent conditions of the situation.” Read the rest of this entry »
Posted by J.K. in Emotive, Learning, Possibilities, Problems, Psychology | View Comments |
6 Mar 2005 (Sun)
“The problem in Problem-Based Learning (PBL) is the problems: But do they motivate students?” — Maufette, Kandlbinder & Soucisse (2004)
(Extracted from a paper by Yusra L Visser (2002), Effects of Problem-Based and Lecture-Based Instructional Strategies on Problem Solving Performance and Learner Attitudes…)
“LEARNING SPECIALISTS generally agree that problem solving, together with several other core competencies (e.g., comprehending and composing, critical and creative thinking, and metacognition) is among the most important dimensions of thinking and learning (Jonassen, 1994). Nickerson (1994) has pointed to several of the reasons why the ability to engage in effective and purposeful problem solving is critical to the development of individuals and their communities.
“… Despite the acknowledgement of the importance of developing problem solving skills, relatively little research has been conducted on this theme in the field of instructional design (Jonassen, 1994). Moreover, within the existing research base, even fewer contributions have been made to the development of instructional design approaches for ill-structured or complex problem instruction. The majority of the instructional design literature in the area of problem solving instruction points to the use of particular instructional strategies to support the acquisition of problem solving skills (e.g., cognitive apprenticeships and microworlds). However, these strategies have rarely been researched with sufficient rigor to ascertain their effectiveness in achieving the desired outcomes.” Read the rest of this entry »
Posted by J.K. in Design, Learning, Possibilities, Problems, Research | View Comments |