“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 Pask30

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.

“Teachers should be able to help learners to efficiently communicate to other numerical ideas and to make connection with real-life problems in the areas chosen for their eventual career. Training only on subject matter is definitely not going to bring about this expertise. There must be more emphasis on coaching and facilitating techniques. In their normal practices, teachers must see very clearly where each individual learner stands on the learning continuum of that particular development, what problems and difficulties he or she is going to face and what lies ahead on that learning continuum to be walked by the learner. Teachers should be trained to be a master of how to help each and every learn to walk through the learning task. Going through the learning task is a necessary and essential aspect of teacher training but it is not sufficient to make them good and effective teachers.”

Sukavich Rangsitpol (1935) Thai politician

Teacher

“The learner is the key entity and occupies the nucleus of the systems complex of education.”

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

Source: Systems Design of Education (1991), p. 96

“There is a theory of learning and teaching together and that is all. Results from many studies support this point of view as, also, does the evidence of commonsense. So, to be dogmatic (but with confidence) learning implies teaching and teaching implies learning. Sometimes the teacher and learner responsible for th joint process are obvious (a student at a desk and another person wearing an academic cap and gown). Sometimes, the teacher and learner are not so obviously distinct and turn out to be unexpected but, once-indicated, intuitively plausible entities.”

Gordon Pask (1928–1996) British psychologist

p 33 as cited in: D. Psillos (2003) Science Education Research in the Knowledge-Based Society. p. 44.
Conversation, Cognition and Learning (1975)

“In fostering a sense of success, teachers have to be responsive to the learners and create several self-assessment activities in learning.”

Sukavich Rangsitpol (1935) Thai politician

Teacher