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EducationA Learners' View (ALV)Folklore about Education

Folklore about Education

A Learners’ View (ALV) Is Of Choices On The Shortest And Fastest Path To Learning, The Oxygen Of Social Life.

Main Page: Terms that Describe Vocabulary of Learning and Its Uses

Definition: 1. Refers to the use of non-experimental behavioral and social science based literature, policies, and practices about education, e.g., those that equate schooling with education.

2. Vocabulary, logic, and practices based in non-experimental science; discussions conveyed by one person or group to another about how people learn.

3. Interpretations, generalizations, speculations, and conclusions based on sources of authority about education without an experimental science foundation of patterns people use while they learn.

Synonyms: TEACHERS TEACHING TEACHERS, as in professional development programs in and out of higher education, features views of teachers about whatever topic they address rather than views by experimental scientists of their work that describes learning as featured in their research results.

Antonym: DESCRIPTIONS OF processes and content that likely accelerate, increase, and deepen learning (AID) learning promptly and sometimes dramatically. EDUCATION as a social institution that uniquely gives priority to conveying from one generation to the next what the most informed people of a civilization do, including to learn. LEARNING as the observable change of social action of learners without reference to non-observable mental processes and other intangible, non-patterns that require interpretations and other speculations. LESSONS prompt learners to demonstrate efficient ways to solve a problem. SCHOOLS as formal organizations to increase the likelihood learners will meet standards prescribed by society and consistent with what the most informed people of a civilization do. TEACHERS TEACHING TEACHERS for professional development. SCIENTIFIC-TECHNICAL LITERACY OF EDUCATORS (TSLE) describes social actions of learners, their teachers, and school administrators that will likely accelerate, increase, and deepen (AID) learning promptly.

Highlight: This definition features degrees of separation of data from application of those data during instruction of a lesson.  It distinguishes vocabulary and processes about education from descriptions of learning, teaching, and schooling as well as from the social institution of education, the constellation of social processes that both stabilize and change society.

Comment: From a learners’ view, learning occurs by chance through the less than precise and accurate vocabulary and processes of folklore used during teaching and learning. The term folklore about education refers to the separation of common words and social processes by imprecise vocabulary used to talk about learning and teaching from empirical, experimental science research descriptions of those processes. This separation occurs in as yet unclassified, but notable, degrees or steps ranging from citing primary, peer reviewed published sources (the generally agreed upon standard for professional citations) to interpretations and speculations about casual observations. Folklore appears to dominate discussions and practices in schooling as well as in journalism about schooling.

Related Reading

  1. Applying Technical-Scientific Descriptions of Learning and Teaching (TSLE)
  2. Argot Used by Educators
  3. Learning
  4. Lessons
  5. New Era School Initiative (NESI)
  6. Technical-Scientific Literacy of Educators (TSLE)

Related Resources

  1. Daniel, Larry G. (1996). Kerlinger’s research myths. Practical Assessment, Research & Evaluation, 5(4). Retrieved September 15, 2013 from http://PAREonline.net/getvn.asp?v=5&n=4 . This paper has been viewed 46,827 times since 11/13/1999

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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