ERIC Number: ED352327
Record Type: RIE
Publication Date: 1988
Two Conflicting Theories of Knowledge, Learning, and Literacy: The Didactic and the Critical. Resource Publication, Series 1 No. 2.
The contrasting assumptions of the didactic and critical theories and approaches to teaching and learning are set out in this paper. The assumptions have to do with: (1) whether students should be taught how, rather than what, to think; (2) the relationship between knowledge and thinking; (3) what constitutes an educated, literate person; (4) how knowledge and truth are acquired; (5) the need for students to be taught listening skills; (6) higher order critical thinking skills in relation to reading and writing skills; (7) the role of questioning; (8) the relationship between student talk, or silence, and learning; (9) knowledge and truth as holistic or additive; (10) the interrelationship or dichotomy between knowledge and values; (11) the importance (or nonimportance) of understanding the mind and its workings; (12) how prejudices are built up and broken down; (13) the starting point for genuine learning; (14) the relative importance of in-depth and superficial knowledge; (15) teacher and student roles in learning; (16) self-directed versus teacher-directed recognition of ignorance; (17) student versus teacher responsibility for learning; (18) how students transfer knowledge to real-life experiences; (19) the role of personal experience in learning; (20) authority for knowledge and understanding; and (21) how learners proceed toward truth--directly or in a zigzag manner. It is concluded that recognition of the need for a shift from a didactic to a critical theory of knowledge, learning, and literacy is growing daily, but that its implementation is only beginning. (IAH)
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: Montclair State Coll., Upper Montclair, NJ. Inst. for Critical Thinking.
Grant or Contract Numbers: N/A
Note: For other documents in this series, see SP 034 129-138.