Content and process learning are described as two important and complementary ways of looking at the educational experience, and their relationship to the function of schooling in society is outlined. Educational experiences send out both explicit and implicit messages: the explicit ones are the ‘official’ concern of educators; the implicit ones refer to ‘unofficial’ beliefs and values about society and the self. Process and content learnings are maximally beneficial when the implicit and explicit messages are compatible. Strategies of facilitating and of evaluating compatible content and process learnings are outlined.
References
1.
AlexanderW. M.HinesV. A.Independent Study in Secondary Schools. New York: Holt, Rinehart & Winston, 1967.
2.
AtkinsonJ. W.The mainsprings of achievement-oriented activity. In KrumboltzJ. D. (Ed.) Learning and the Educational Process. Chicago: Rand McNally, 1965.
3.
BereiterC.A time to experiment with alternatives to education. In LevineD. V.HavighurstR. J. (Eds.) Farewell to Schools???Worthington, Ohio, 1971.
4.
BerlyneD. E.Curiosity and education. In KrumboltzJ. D. (Ed.) Learning and the Educational Process. Chicago: Rand McNally, 1965.
5.
BlockJ. D. (Ed.) Mastery Learning. New York: Holt, Rinehart & Winston, 1971.
6.
BloomB. S.HastingsJ. T.MadausG. F.Handbook on Formative and Summative Evaluation of Student Learning. New York: McGraw-Hill, 1971.
7.
BrisonD.Restructuring the school system. In ByrneN.QuarterJ. (Eds.) Must Schools Fail?Toronto: McClelland and Stewart, 1972.
8.
BrunerJ. S.The Process of Education. Cambridge, Mass.: Harvard University Press, 1960.
9.
de CharmsR.From pawns to origins. In LesserG. S. (Ed.) Psychology and Educational Practice. Glenview, Ill.: Scott, Foresman, 1971.
10.
EisnerE. W.Instructional and expressive educational objectives. In MerrillM. D. (Ed.) Instructional Design: Readings. Englewood Cliffs: Prentice Hall, 1971.
11.
GlasserW.Schools without Failure. New York: Harper and Row, 1969.
12.
JacksonP. W.Life in Classrooms. New York: Holt, Rinehart & Winston, 1968.
13.
JohnsonAbercrombie M. L.The Anatomy of Judgment. New York: Basic Books, 1960. (Pelican Books. 1969.)
14.
KaganJ.Impulsive and reflective children: Significance of conceptual tempo. In KrumboltzJ. D. (Ed.) Learning and the Educational Process. Chicago: Rand McNally, 1965.
15.
KirschenbaumH.NapierR.SimonS. B.Wad-ja-get? The Grading Game in American Education. New York: Hart, 1971.
16.
KoganN.Educational implications of cognitive styles. In LesserG. S. (Ed.) Psychology and Educational Practice. Glenview, Ill.: Scott, Foresman, 1971.
17.
MagerR.Preparing Instructional Objectives. San Francisco: Fearon, 1962.
18.
MosstonM.Teaching: From Command to Discovery. Belmont, Cal.: Wadsworth, 1972.
19.
RotterJ. B.Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 1966, 80.
20.
SarasonS. B.The Culture of the School and the Problem of Change. Boston: Allyn & Bacon, 1971.
21.
SilbermanM. L. (Ed.) The Experience of Schooling. New York: Holt, Rinehart & Winston, 1971.
22.
TofflerA.Future Shock. London: The Bodley Head, 1970.
23.
WatzlawickP.BeavinJ. H.JacksonD. D.Pragmatics of Human Communication. New York: Norton, 1967.