ERIC Number: ED257827
Record Type: RIE
Publication Date: 1984-Dec
The Trouble With Meaningfulness. Occasional Paper No. 82.
Floden, Robert E.; Buchmann, Margaret
Advocates of meaningful instruction, while relying on the appeal of meaningfulness in a broad sense, often assume a narrow interpretation of meaningfulness in which connections are interpreted as connections to everyday life, and value is interpreted as immediate usefulness. Making instruction meaningful in these narrow interpretations tends to limit the ideas of teachers and students about the value of education and to restrict students' opportunities (and the perceived obligations of teachers) to broaden and question knowledge. Because educators stress useful education, especially for children who are not middle-class, making instruction meaningful actually reinforces educational and social inequalities. (Author/JD)
Descriptors: Educational Philosophy, Educational Theories, Elementary Secondary Education, Family Characteristics, Relevance (Education), Socioeconomic Background, Student Motivation, Student Needs
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($2.50).
Publication Type: Opinion Papers; Information Analyses
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.