
Source: Systems Design of Education (1991), p. 110
The Learner
Source: Systems Design of Education (1991), p. 110
Education helps reduce social problems and improves quality of life
Teaching as a Subversive Activity (1969)
Context: Conventional "requirements" …are systems of prescriptions and proscriptions intended solely to limit the physical and intellectual movements of students — to "keep them in line, in sequence, in order," etc. They shift focus of attention from the learner (check [Goodwin] Watson again) to the "course." In the process, "requirements" violate virtually everything we know about learning because they comprise the matrix of an elaborate system of punishment, that in turn, comprise a threatening atmosphere in which positive learning cannot occur. The "requirements," indeed, force the teacher — and administrator — into the role of an authoritarian functionary whose primary task becomes that of enforcing the requirements rather than helping the learner to learn. The whole authority of the system is contingent upon the "requirements."
Pask (1976) "Conversational techniques in the study and practice of education", In: British Journal of Educational Psychology, Vol 46, p. 24.
“The learning must belong to the learners and not to the teachers.”
The Learner