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ERIC Number: ED068151
Record Type: RIE
Publication Date: 1972
Pages: 35
Abstractor: N/A
Reference Count: 0
Children and Adolescents: Should We Teach Them or Let Them Learn?
Rohwer, William D., Jr.
Research to date has provided too few answers for vital educational questions concerning teaching children or letting them learn. A basic problem is that experimentation usually begins by accepting conventional assumptions about schooling, ignoring experiments that would entail disturbing the ordering of current educational priorities. Researchers' own conservatism is also an obstacle to decisive research. It is proposed that a proper function for the educational research community is to debate the vital issues of education, free of the constraints of present assumptions and sustained over long periods of time. One strategy for gaining verifiable convictions is illustrated in a case study which involves engaging in a program of empirical research in cognitive development and in a systematic reexamination of the available research literature. Five features are critical: cumulative, developmental, experimental, comparative, and realistic research. The essence of the strategy is that basic research can be used to generate instructional hypotheses that are believable enough to gain public support for decisive research involving direct experimentation with instruction. The only way to find out what is teachable is by discovering how and when it can be learned with ease. (LH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the annual meeting of the American Educational Research Association (Chicago, Ill., April, 1972)