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ERIC Number: ED342724
Record Type: Non-Journal
Publication Date: 1989-Oct
Pages: 14
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Politics of Teaching as a Science.
Makedon, Alexander
This paper examines the scientific basis of teaching, the logic of science, the politics of teaching-as-a-science (TAS), and the application of teaching method. It argues that teachers have neither the time while in school nor the prerequisite training in scientific methodologies with which to study their own teaching scientifically, analyze the methods of science, and suggest methodological improvements. Because of the lack of opportunities for teacher research, much that they learn over the years of teaching is lost to later generations of teachers. Their experiences are not systematically recorded or used to expand, change, or improve the existing knowledge base. As the empirical research base in teaching expands, public school systems may be forced by the weight of such research to make room for more research-based changes in the schools. Educational research may represent a threat to the politics of non-scientific teaching. TAS is an alternative to traditional teaching in which science forces old schools into new educational methods. The paper examines three issues: (1) the role of politics in teaching; (2) objections to TAS (teaching is not a science, and there is no proof that the scientific method is valid); and (3) the politics of TAS (TAS-generated reform, some unanswered questions regarding TAS, teacher autonomy, classroom realities, economics of TAS-related reform, lay school boards, TAS and traditional schooling, piecemeal reform, and reforms inside traditional school structures). (SM)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A