By C.J.B. Macmillan

Occurs, the way it occurs, and why it occurs. Our assumption needs to be that this is often as precise in schooling because it is in atomic physics. yet this leaves many different inquiries to resolution. The an important ones: what sort of technology is right or acceptable to schooling? How does it vary from physics? what's wrong with the prevai1~ ing, almost unopposed study culture in schooling? What may or may be performed to switch it with a extra sufficient tradi­ tion? What techniques are essential to describe and clarify what we discover there? it truly is during this realm that we discover ourselves. the place to begin? One position - our position, remember that - is with one restricted yet imperative inspiration in schooling, educating. a protracted philosophical culture fascinated about the character of training is going again (along with every little thing else) to Plato, divulging newest­ ly within the paintings of such philosophers as B. O. Smith, Scheffler, Hirst, Komisar, eco-friendly, McClellan, Soltis, Kerr, Fenstermacher, et al. An empirical culture runs parallelto the philosophers -it has its so much impressive sleek proponents in Gage, the Soars, Berliner, Rosen­ shine, yet its roots will be traced to the Sophists. those tradi­ tions were at loggerheads over the centuries.

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165), It appears that the very generality and simplicity that make the process-product paradigm so accommodating also lead to serious gaps in its effectiveness as a guide for generating adequate theories or even categories for investigation. Gage recognizes that the productivity issue is the single most important problem facing the process-product tradition. His response to criticisms like Doyle's draws heavily upon Glass's work on meta-analysis of data (Glass 1976, pp. 3-8; 1978, pp. 351- 52 A LOGICAL THEORY OF TEACHING 79; Glass, McGaw and Smith 1981).

No time here for the fine points of the butterfly stroke. Have we taught him how to swim? If we have answered the Saharan's questions adequately, yes. Suppose he sinks? Why did he sink? Was it a failure of teaching, or did he panic? " (See McClellan 1976, p. " In fact, not much seems left to teaching when the questions have been answered. The development of the habits of (good) swimming may take more time than the episodes of teaching, and the supervision of the practice that develops those habits can be seen as an appropriate task for the teacher of swimming.

24). The criticism had been put trenchantly by PROCES~PRODUCTRESEARCH 51 Doyle: "Reviewers have concluded, with remarkable regularity, that few consistent relationships between teacher variables and effectiveness criteria can be established" (Doyle 1978, p. 165). There are two semi technical points about these criticisms. p. 26). In general, the findings have not been adequate in themselves to support strong conclusions about correlations between scientific processes and products. In a very serious sense the process-product tradition has not been productive.

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