Pervasive Modes of Thinking That Affect Our Conduct of Teaching, Supervision, and Research: Are We Stuck in an Old Paradigm?

Autor/inn/en	Krugman, Martin; Andrews, Sharon Vincz
Titel	Pervasive Modes of Thinking That Affect Our Conduct of Teaching, Supervision, and Research: Are We Stuck in an Old Paradigm?
Quelle	(1991), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Administration; College Instruction; Curriculum Development; Educational Attitudes; Educational Principles; Higher Education; Learning Disabilities; Models; Reading Instruction; Relativity; Science History; Scientific Attitudes; Scientific Methodology; Social Science Research; Theories + Suchen Sie Ihr Suchwort? Verwaltung; Hochschullehre; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Bildungsprinzip; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning handicap; Lernbehinderung; Analogiemodell; Leseunterricht; Relativität; History of science; Wissenschaftsgeschichte; Social scientific research; Sozialwissenschaftliche Forschung; Theory; Theorie
Abstract	This paper identifies the major modes of thought that have characterized the conduct of teaching, research, and supervision at institutions of higher education, focusing specifically on the fields of psychology and education. These frameworks for thinking (paradigms) in both the social and "hard" sciences have progressed through three major shifts: (1) Aristotelian, which focuses on the dichotomy of objects and phenomena; (2) Galileian or Newtonian, which emphasizes empirical knowledge; and (3) Einsteinian, which emphasizes the importance of the frame of reference (i.e. relativity). It is argued that researchers in the social sciences have attempted to emulate the hard sciences, and have adopted a Newtonian outlook, emphasizing simplicity, uniformity, predictability, and control. Specific issues related to curriculum development, learning disabilities, and reading instruction are discussed. It is maintained that, although this perspective is not wrong in any absolute sense, it tends to cause an excessive simplification of the conditions and transactions present in teaching, learning, and research. (MDM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC