Literaturnachweis - Detailanzeige
| Autor/in | Axelrod, Joseph |
|---|---|
| Institution | California Univ., Berkeley. Center for Research and Development in Higher Education. |
| Titel | Quest for Relevance. |
| Quelle | (1969), (4 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Faculty; Higher Education; Learning Processes; Participant Satisfaction; Student Development; Student Participation; Teaching Methods |
| Abstract | During an analysis of the nature of the curricular-instructional process of US higher education, faculty members were classified into 5 prototypes based on their styles of teaching. The recitation class teacher limits the process of reasoning by students. The content-centered faculty member helps his students to master what "knowledgeable" people in the field are expected to know. The instructor-centered professor's students learn to approach problems in the field as he himself approaches them. The intellect-centered professor helps students to acquire intellectual skills and abilities that use reason and language as major tools, with problem-solving as the major means. The person-centered faculty member helps students to develop as individuals along all the dimensions where growth seems necessary or desirable, rather than to develop their intellectual abilities only. Relevance has more to do with the nature of learning and how a student goes about studying than it has to do with the subject matter itself. What presents some serious implications for the future of college instruction is that traditional US colleges are hostile to the teaching style of the person-centered professor--the only style that can accommodate active student participation in the teaching-learning process and therefore make the subject matter relevant to today's students. (WM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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