The three main political parties are putting together their manifestos for the next general election. This mean there now is the time to share your opinions on practical and vocational learning, and how it can prepare young people for successful futures. Have your say and we'll make sure the policy makers hear your voice.
Posted by: Alex Powell | 19.01.2010 09:06pm
CONFIDENCE THAT THERE IS AN END POINT TO LEARNING
I have worked as tutor for three years at an inner city college. I recognise Guy Claxton's observations that we need to develop student’s resilience for learning. Many of Guy Claxton’s techniques have been utilised but in my experience we now need to look at his idea of self-efficacy (scientific studies have shown that learners perform better if they know there is an end point to their tasks, Claxton, Wise Up).
The problem is that if you flag wave for vocational learning then the end point will inevitably be interpreted as "get a job, earn money" or a variation. This cannot be the end point to learning because it is incorrect and will fall flat. Learning has intrinsic value because it concerns the validation (cause to effect) of observed phenomena - this is validity. But this idea cannot be utilised very easily. For example who or what learns when there is no scientific validation of "a self". We need to look at what confidence means without the unnecessary idea of a self through Emotional Intelligence initiatives. Ever since Wittgenstein it has been understood that we learn language concurrently with behaviour.
Our children are not learning our language. Learning a vocation may be very productive in this regard but without a firm theoretical basis bolting on psychological schemas of the self is always going to be the easiest option, undermining confidence to understand the world scientifically. We must promote learning with CONFIDENCE THAT THERE IS AN END POINT TO LEARNING (through emotional literacy), that it is intrinsically purposeful, and that it is therefore a valid course of action/behaviour. Any attempt to do otherwise does not address true confidence in anything, cannot teach true confidence in anything and is therefore not scientific because it is without a valid theoretical standpoint. Alex Powell
Confidence in an end point to education
Posted by: Alex Powell | 08.02.2010 10:45am
I understand what you are saying.
But if we have confidence in any other way other than having a clear idea of the Philosophy of Education (if you like) we run the risk of it not being validated or (worse) not open to validation.
We run the risk of our efforts and our orientation generally not making sense because we cannot demonstrate clear connection between causes and effect.
Mechanics is a subject, law is a subject, Surfing is a subject.
Education is a subject. The study of education is the study of the validation of observable phenomena – or how we make sensical connections between cause and effect phenomena.
Isn't it?
It’s not rocket science, its education.
Placing our confidence anywhere else – in the veracity of law, in the usefulness of mechanics, in the beauty of surfing is all well and good but the subject in question here is Education.
We need to have confidence in Education and we should do this by recognising that it has a broadly valid end point.
That is the validation of observable phenomena.
If our ethics isn't scientific why should we expect our science be ethical?
But of course there is no obligation on anyone to make sense.
Alex Powell
Speak Plain English
Posted by: sea breeze | 07.02.2010 11:58am
Have you ever heard of the Speak Plain English Group? I suggest that the last person to comment hear might take note!
Talk about blind us with science! less is more my dear. Education works best with a balance of all things, I believe; with an emphasis on indiivdual needs.