A topology of the teaching concept

Green, Thomas F.

doi:10.1007/bf00375980

Cited by 38 publications

(18 citation statements)

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“…The search for theoretical perspectives which might be brought to bear on the data began with consideration of the importance of reasons and evidence in teaching, as explored in informal analysis by Komisar (1968) and Green (1971), among others. Further searching identified Peters's distinction between a rational attitude toward authority, based on reasons, and a traditional attitude toward authority, based on position and status (Peters 1967).…”

Section: The Early Stages Of the Studymentioning

confidence: 99%

An Alternative Approach to Science Education Research: Drawing from Philosophical Analysis to Examine Practice

Roberts¹,

Russell²

1975

Curriculum Theory Network

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Section: The Early Stages Of the Studymentioning

confidence: 99%

An Alternative Approach to Science Education Research: Drawing from Philosophical Analysis to Examine Practice

Roberts¹,

Russell²

1975

Curriculum Theory Network

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“…Serious attempts to analyze and clarify these institutional roles and functions in some detail have been made both for higher education and the common schools (e.g. Knapp, 1962;Waller, 1965;Dreeben, 1970;Komisar, 1968;Reagan, 1965;Green, 1964aGreen, 1964b. The second problem is to distinguish "teaching" as it occurs in educational institutions from similar activities also performed by competent organizers or "instructors" in other forms of endeavor such as industry and the armed forces.…”

Section: Teaching Schooling Education: Some Problems In Definitionmentioning

confidence: 99%

“…This approach to the problem was suggested by the work ofGreen (1964aGreen ( , 1964b,Hirst (1971) andScheffler (1960), though our formulation now differs considerably from theirs. 2 We have not worked out the category of client-oriented person-changing in detail and we include it only for purposes of clarification.…”

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confidence: 99%

The assessment of teaching in higher education: A critical retrospect and a proposal

1975

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The first part of this paper (published in Higher Education, Vol. 4, No. 3) summarized fundamental defects in three contemporary approaches to the evaluation of teaching in higher education: assessment of learning outcomes, analysis of teacher characteristics and analysis of pedagogical behavior. The absence of a cumulative coherent theoretical framework for analysis obviated use of data from these sources in support of professional development or productive personnel decisions. A normative conception of teaching was argued as a necessity to justifiable evaluation.In this second essay, the required conception is developed in a context of development of a capacity for critical norm-oriented human action as a central goal of higher education. In developing this conception, teaching is distinguished from other activities frequently incorporating the same techniques: conditioning, indoctrinating, brainwashing, training, informing and instructing. Intent is stipulated as the key factor. The stipulated intent is not to produce learning, but to "bring about" a specified sequence of intervening activities necessary to intellectual development required for attainment of desired general educational goals. A "gnometectonic" sequence integrates pedagogical and student activities which are the foundation of the intended intellectual development. The gnometectonic sequence and a model of intellectual development constitute the essential structure of a potential theory of teaching and the basis for a Teacher Assessment Program. This structure is realized in the construction of student and instructor report forms as a first step in the development of such a program. Data derived from these forms are based on minimal assumptions beyond those implied by the normative teaching model. Preliminary results from trial use of forms-in-development indicate the effectiveness of the model in discriminating teachers in terms of intent, course arrangements in support of that intent and student perceptions of consequences of these arrangements as related to instructor expectations. In addition, reports about relevant pedagogical aspects of a course are differentiated from preference-related reports of course "atmosphere".

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“…Green (1964) gives voice to this concern when he says that "it takes no great powers of insight to see that in proportion as the conversation of instruction is less and less characterized by argument, reasons, objections, explanations, and so forth […] it more closely resembles what we call indoctrination." Unfortunately, this perspective cannot take us very far; after all, as Renoir wrote, "the terrible thing about this world is that everybody has his reasons" (Thompson & LoBianco, 1994).…”

Section: Knowledge Of Othersmentioning

confidence: 99%

“…This is most likely a productive practice in a science classroom, but I would argue that intellectual independence would be better realized by providing access to competing authorities along with the means to evaluate them. Green (1964) also distinguishes between training and teaching: the former enables the learner to do something while the latter is in the service of the search for truth. I would like to make a further distinction.…”

Section: Knowledge Of Othersmentioning

confidence: 99%

Rethinking the Numerate Citizen: Quantitative Literacy and Public Issues

Erickson¹

2016

Numeracy

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Does a citizen need to possess quantitative literacy in order to make responsible decisions on behalf of the public good? If so, how much is enough? This paper presents an analysis of the quantitative claims made on behalf of ballot measures in order to better delineate the role of quantitative literacy for the citizen. I argue that this role is surprisingly limited due to the contextualized nature of quantitative claims that are encountered outside of a school setting. Instead, rational dependence, or the reasoned dependence on the knowledge of others, is proposed as an educational goal that can supplement quantitative literacy and, in so doing, provide a more realistic plan for informed evaluations of quantitative claims.

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A topology of the teaching concept

Cited by 38 publications

References 0 publications

An Alternative Approach to Science Education Research: Drawing from Philosophical Analysis to Examine Practice

An Alternative Approach to Science Education Research: Drawing from Philosophical Analysis to Examine Practice

The assessment of teaching in higher education: A critical retrospect and a proposal

Rethinking the Numerate Citizen: Quantitative Literacy and Public Issues

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