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ERIC Number: ED135679
Record Type: RIE
Publication Date: 1973-Apr
Pages: 14
Abstractor: N/A
Reference Count: 0
History Teaching/Learning and the Communications Revolution.
Brown, Richard H.
The author discusses the meaning of communication and how changes in methods of communication are creating new classroom tools and educational techniques. The inquiry hypothesis is reviewed in terms of its four component elements which suggest relationships between learning and how people communicate. (1) Curiosity is the force that impels the prospective learner to certain encounters with new facts or experiences rather than to alternative encounters which are also available. (2) Motivation, which propels and defines inquiry, is based on the medium of the encounter, nature of the phenomena being encountered, and the total environment in which the encounter occurs. (3) The focus of the inquiry, how the inquirer articulates what he wants to know, is usually expressed verbally. (4) The inquirer's total life experience which is brought to the encounter gives it particular meaning different from that which other inquirers would experience. Because the inquiry hypothesis implies that learning is an individual act, it requires new ways of looking at communication which have equal applicability to the teaching/learning relationship in any situation. The author discusses the need for history teachers to be more responsive to current problems and students' backgrounds; recognize television's role as a teaching/learning medium; involve students in "doing" history, for example, recording family history; pay attention to changing conditions of education and its institutions; and develop better communication among history educators. (Author/AV)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Convention of the Organization of American Historians (Chicago, Illinois, April 12, 1973)