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EducationSociology of Teaching-Learning

Sociology of Teaching-Learning

NOTE TO MYSELF: I think of Social Oxygen as an introduction for teachers to a sociology of teaching-learning from a learners’ view. This is a view of the systematic description of social phenomena that takes place for people to say that learning lessons has occurred and how learning affects the structure and dynamics of society. This introduction refers to commonalities described by experimental behavioral and social scientists over more than a century of empirical studies.

The goal of Social Oxygen is to describe the minimum number and kinds of social interactions that teachers and others commonly attribute to people learning lessons. These commonalities serve as the core of teaching-learning. Experimental scientists have not documented that learning lessons occurs without this core.

Teaching and learning are social phenomena. Whatever teachers, psychologists, and others theorize about teaching and learning, they infer from observations, management, and measurement of social phenomena. This means studying and relying on biological, humanistic, and psychological views of these phenomena to teach lessons is at least one step removed from social actions people use to learn lessons teachers instruct. This removal does not convey the impact these observations have on how people learn lessons except by inserting other values to fill the breach.

As teaching and learning are fundamentally different social phenomena, teachers need to understand their existence, relationship, and operation from a sociological (interactional) point of view of how their instruction plays a part in learning as well as in maintaining and changing society.

Last Edited: August 6, 2017

Robert Heiny
Robert Heinyhttp://www.robertheiny.com
Robert W. Heiny, Ph.D. is a retired professor, social scientist, and business partner with previous academic appointments as a public school classroom teacher, senior faculty, or senior research member, and administrator. Appointments included at University of North Carolina at Chapel Hill, Peabody College and the Kennedy Center now of Vanderbilt University; and Brandeis University. Dr. Heiny also served as Director of the Montana Center on Disabilities. His peer reviewed contributions to education include publication in The Encyclopedia of Education (1971), and in professional journals and conferences. He served s an expert reviewer of proposals to USOE, and on a team that wrote plans for 12 state-wide and multistate special education and preschools programs. He currently writes user guides for educators and learners as well as columns for TuxReports.com.

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