ERIC Number: ED278665
Record Type: RIE
Publication Date: 1987-Jan
Reference Count: 0
Breaking with Everyday Experience. Occasional Paper No. 103.
Floden, Robert E.; And Others
Many educators assume that close links between schooling and everyday experience are necessary for students to be motivated and to learn. That assumption should be reconsidered. To promote equality of opportunity and to develop scientific understanding, schools should help students break with everyday experience. Cognitive researchers recognize the value of breaks, yet show their ambivalence by advocating continuity; this ambivalence is particularly true of John Dewey. Ambivalence may result from recognizing that breaks with everyday experience come at a cost. When these costs are weighed against the contributions breaks make to equality of opportunity and disciplinary understanding the importance of breaks remains clear. A five-page list of references is included. (Author/JD)
Descriptors: Attitude Change, Cognitive Processes, Cognitive Style, Concept Formation, Elementary Secondary Education, Perspective Taking, Psychological Patterns, Relevance (Education), School Role, Self Actualization
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($3.50).
Publication Type: Opinion Papers
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.