[From Bruce Abbott (970319.1245 EST)]
Bruce Gregory (970318.2040 EST) --
PCP has altered my practice considerably. I know longer believe
that I know what to do to engage the students' interests and
commitments in a way that will facilitate learning.
Two questions:
1. _How_ as PCP altered your practice, other than shaking your confidence
in your ability to engage your students' interests and commitments?
2. Didn't you know that your students had goals (often differing from your
own goals as their teacher) _before_ you heard of PCT, er, PCP?
Regards,
Bruce
[From Bruce Gregory 9970319.1330 EST)]
Bruce Abbott (970319.1245 EST)
Two questions:
1. _How_ as PCP altered your practice, other than shaking your confidence
in your ability to engage your students' interests and commitments?
I do not take students on "forced marches" through material that
_I_ think they _should_ know. I wish I could tell those who are
interest what it is that they must perceive in order to extend
their control, but I can't. They will go into teaching carrying
their own conceptions about teaching and learning. Some of them
will discard these as unworkable after a few years, but most
will cling tightly to them as a potential salvation.
2. Didn't you know that your students had goals (often differing from your
own goals as their teacher) _before_ you heard of PCT, er, PCP?
Yes, but my knowledge was "inert" in Whitehead's sense. Like the
students, I rarely linked what I "knew" to my everyday
experience. Now, when I look out at the students I _see_ them as
perceptual control systems with systems of understanding that I
can only imagine.
Bruce Gregory