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.
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