re header, Teaching and control

CSGnet Archive CSG2000
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[From Bjoern Simonsen (2000.0917.2305 GMT+1]
>
The plan makers should know and accept PCT. Then they should make it

easier

for David Wolsk to "to get assistance in the learning process and to help
the students to become self-directed.">

This will never happen in my time.

Bjoern, Its been happening in many schools for over a century. My
daughter and son-in-law graduated from Evergreen College in Olympia, WA. It
happens there. There are many USA "metropolitan universities", mostly in
the inner cities, where adult learners attend while holding down jobs.
Co-operative learning and learning community are two descriptors from these.
Denmark is full of "Lille Skolen", privately run with 85 percent state
support, where it often happens. Etc, etc.

The troublesome question for me is why it seems so easy for the larger
system to ignore all this success just as the larger system of psychology
ignores PCT. I suspect both are intimately related.

David W.

ยทยทยท
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[From Bjoern Simonsen (2000.0917.2305 GMT+1]

from Bruce Gregory (2000.0910.1727) a.o.

PCT is a theory that explains how I control my perceptions. A part of the
theory also explains how I can perceive what other people controls at the
moment. This part of theory I find quite troublesome and time-consuming. And
I discover very often in this group that we assign values and meanings to
other members just reading their letters. Remember, when we read a letter it
is we that control our perceptions. Therefore we actually should write in
our answers: "It is my perception that you.........." . Too often I remember
I have read: "You are......".
Then I say to myself: "This is the way we do it, but all of us know better.
We write "You are..."
(The behavioristic way), but we mean "It is my perception that
you...........".

???

Back to business. Let me write about "re header, Teaching and control" (I
was a teacher in college for 13 years in the fifties and the sixties)

In those days my job was to help the youths to change their behavior. This
was the behavioristic definition for "learning". The school was a private
college and most of the youths staid at the college with expectations to
change behavior. This definition is old fashioned also in the universities
where students studies "How to teach".
Today they learn that behaviorism is out. Today they learn that the pupils
shall learn/establish some brain maps or some cognitive styles that will
help them in situations where the maps or the cognitive styles are
functional. Unfortunately they don't learn more about those maps and styles.

I am glad I am a PCT-er. I have a theory that helps me and which explains
for me what happens when I control my perception.

Rick said " The job of the teacher is to teach. "

I agree with
David Wolsk (2000.09.09) --

Yes, that's what's taught in most teacher training .....
unfortunately. What accomplishes the real job is to assist
the learning process and to help it become self-directed.

But there are many problems. Bruce mentions some

[From Bruce Gregory (2000.0910.1727)]

It is so difficult because the curriculum requires students to "learn"
things they have no interest in. When you "teach" kids things they are
interested in, controlling their behavior is not a major concern.

Let me describe the problems with teaching as I see it.

1. There is a normal plan for what the students up to college shall learn
        This plan is quite detailed.

They who made this plan have the opinion that youths in their years of
growth shall perceive a special environment (books, listen to teachers,
participation in groups, films and more). And perceiving the environments we
find described in the plans will give them knowledgement (behavioristic
wreck) or cognitive maps/styles.

We know that there are often conflicts between the actual reference at the
moment the pupil takes part in a special lesson and the intention the plan
makers had for that lesson. And the school very seldom discover this
conflict. The youths adapt to the conflict when they control their
perceptions.

The plan makers should know and accept PCT. Then they should make it easier
for David Wolsk to "to get assistance in the learning process and to help
the students to become self-directed."

This will never happen in my time.

2. Some youths have a problem in many lessons. They have a conflict within
themselves. They may have a reference for a coming footballmatc and
references for drawing a circle when they perceive a situation where the
teacher draw a circle on the blackboard. And it often happens that the youth
continue controlling his imaginations about the football match in the
math-lesson.

The pupils should know and accept PCT. Then they would manage their
conflicts in a better way,

This will never happen in my time.

I am a lucky guy. I get off the job as a teacher in college and the normal
plans in school are for me like trees in the wood. I see them and I by-pass
them most often.
It happens I talk pedagogics with teachers, but most often they have
special references when I mention control and feedback and we continue
talking about other things.

Best

Bjoern