Problems Describing a Learners’ View (ALV) of Learning

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


Last Edited: September 14, 2018

Status: Draft

Main Page: TuxReports Education Blog

I’d like to know your feedback about a learners’ view (ALV) of learning. For me, learning is the reason education exists. A learners’ view of it seems fundamental to any education.

Do you see ALV as useful for your teaching? Does it have value for learners in your classes? How important do you see it in your school? In education?

Does a paradox of a learners’ view (ALV) of learning account for responses to a learners’ view of learning?

I’m asking because the subject of a learners’ view of learning has give rise to the presence of old dogmas in education.

Bluntly, the most difficult part of describing a learners’ view has been getting teachers and other educators to discuss it in an objective, technical-scientific, and reasoned way. That is, without anyone trying to justify existing practices or their values.

Without such feedback, I’ve had to rely on the comments of fewer people than represent the aggregate of educators today.

The presence of a learners’ view (without its name) has existed in experimental behavioral and social science research and education publications for at least a half century.

Yet, in response to asking most educators today for informal reviews and discussions of drafts has repeatedly rekindled rather than dampened old issues long settled by the sciences of teaching and learning.

Respondents comment as though they are in the role of the blind man asked to describe an elephant. Neither he nor the elephant is allowed to move to assemble this description.

The moral of the story is that the man generalizes about the animal by the part he can touch and smell. He reports that the elephant is like a huge snake that swings from something above it.

The man could only reach the trunk of the elephant, so missed describing the rest of this large nonruminating thick skinned animal that scientists categorize as a pachyderm.

Other educators have generously given of their time, insights, and even have adopted aspects of a learners’ view into their classroom instruction and settings.

Their feedback has been immeasurably helpful, alerting me to changes of descriptions that make adoption easier and more precise for teachers.

Will you join them? I’d appreciate the benefit of your observations about a learners’ view of learning.

Related Reading

  1. ALV (a Learners’ View) Dialogues 2.0: Conversations about applying a Learners’ View (ALV) of Teaching-Learning
  2. Behind Classic Education: A Learners’ View (ALV) of Teaching and Learning
  3. General Articles: “I’m not a Salamander!”
  4. Learning and a Learners’ View (ALV)
  5. Narratives of a Learners’ view (ALV) of Learning with Teachers
  6. Technical-Scientific Literacy of Educators (TSLE)

 

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Robert Heiny
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.