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Ethics |
Authority and learning
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A great deal of learning takes place in a social context,
whether that be the family or the classroom or the work-group
(hence social constructivism
and situated learning).
It is thus subject to social pressures which, while they may
not appear directly relevant to the subject matter to be learned,
influence underlying attitudes and perspectives affecting motivation,
the value and priority to be given to academic work, and so
on. This page refers to three classic studies in this area: |
T S Eliot claimed that "mankind cannot bear very much
reality" (I thought of amending that on the grounds of
sexism, but then my partner told me it was exactly right). Be
that is it may, neither sex can bear much ambiguity or meaninglessness.
Frankl built a whole school of psychotherapy on "Man's
(there it is again) search for meaning". John Keats spoke
of the need to cultivate "negative capability" or
the ability not to jump to conclusions, a theme later taken
up by W R Bion. But this desire to find an "answer"
is very strong, and can easily lead to inappropriate learning.
McHugh's (1968)
fascinating and frequently amusing book recounts an experiment
in which subjects were introduced to a supposedly new form of
counselling. They were told that the counsellor who would be
working with them was very skilled and very wise. They were
invited to describe a problem or dilemma to the “counsellor”,
whom they could not see and with whom they could only communicate
by intercom., and to ask ten questions, each of which had to
be capable of being answered with a “yes” or a “no”. After they
had heard the answer to each question, they should reflect aloud
on what they made of it, before formulating the next question.
What they did not know was that the “counsellor” was simply
an experimenter working down a predetermined list of randomly-generated
“yes” and “no” answers. The transcripts of the “interviews”
show how the subjects struggled to make sense of the answers
they received, and how few of them realised or were prepared
to concede that the entire process was meaningless. Moreover,
a considerable proportion reported that the experience had been
helpful in clarifying their problems!
Original content updated and hosted at
www.learningandteaching.info/learning/
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