“Complex human learning is a concept involving communication between the participant in the learning process, who commonly occupy the roles of learner and teacher.”

— Gordon Pask

Pask (1976) "Conversational techniques in the study and practice of education", In: British Journal of Educational Psychology, Vol 46, p. 24.

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Gordon Pask 30

British psychologist 1928–1996

David A. Kolb (1939) American psychologist

[Kolb, DA, Osland JS, Rubin IM, Organizational Behavior: an experiential approach, 1971, 7, 2001, Prentice Hall, Upper Saddle River, NJ, English, 42]

“The learning must belong to the learners and not to the teachers.”

Sukavich Rangsitpol (1935) Thai politician

The Learner

“Our mathematical concepts, structures, ideas have been invented as tools to organise the phenomena of the physical, social and mental world. Phenomenology of a mathematical concept, structure, or idea means describing it in its relation to the phenomena for which it was created, and to which it has extended in the learning process of mankind, and, as far as this description is concerned with the learning process of the young generation, it is didactical phenomenology, a way to show the teacher the places where the learner might step into the learning process of mankind.”

Hans Freudenthal (1905–1990) Dutch mathematician

Source: The Concept and the Role of the Model in Mathematics and Natural and Social Sciences (1961), p. ix

“When learning is in focus, arrangements are made in the environment of the learner that communicate the learning task, and learning resources are made available to learners so that they can explore and master learning tasks.”

Béla H. Bánáthy (1919–2003) Hungarian linguist and systems scientist

Source: Systems Design of Education (1991), p. 110

“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.”

Neil Postman (1931–2003) American writer and academic

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."

“System' is the concept that refers both to a complex of interdependencies between parts, components, and processes, that involves discernible regularities of relationships, and to a similar type of interdependency between such a complex and its surrounding environment.”

Talcott Parsons (1902–1979) American sociologist

Talcott Parsons (1968) "Systems Analysis: Social Systems" in: David L. Sills ed. International Encyclopedia of the Social Sciences. p. 458; Cited in: Ida R. Hoos (1972) Systems Analysis in Public Policy: A Critique.