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StaffRobert HeinyMain Page Summary Response to

Main Page Summary Response to


CLASSIC EDUCATION: A Learners’ View at EduClassics.com

Learners Distinguish How to from What They Learn


A Learners’ View (ALV) is the Straightest and Fastest Path with the Least Number of Steps to Learning, the Oxygen Of Social Life.

Response to the problem

This “Tell me…” question lead to a review of experimental empirical behavioral and social science research reports that describe what learners do to learn. By design, these studies describe, some in rank order, choices that learners make as they learn to match their actions to a criterion for successful performance set by experimenters. These studies form a learners’ view (ALV) of learning.

ALV describes which actions you can see, hear, and in other ways sense people use first, second, etc. as they learn. In this way, It shows how learners exercise their choices while learning what might increase their life chances.This optimistic view (without the ALV label) emerged during more than a century of objective empirical observations refined through subsequent experiments. It describes a foundation of social activity for meaning as well as for analyses of relationships among people as well as among education and other parts of social systems.

Related Reading

  1. Seven Fast Facts of ALV
  2. A Learners’ View of Classic Education at EduClassics.com
  3. Summary of Classic Education: A Learners’ View (ALV) at EduClassics.com

Related Resources

Return to Main Summary Page of Classic Education

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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