i probably won’t be able to find it here either: random comment crosspost

I have briefly mentioned that the alternative to explicit instruction may be described as ‘constructivist’ teaching. I don’t want to become bogged-down in this – I am aware that constructivism is actually [a] theory of learning and not of teaching and I have no problem with it in this regard; we link new knowledge to old etc. If it is true then, no matter how we teach, our students will learn constructively. However, some educationalists clearly do see implications for how we should teach.

i don’t want to become bogged-down in this either.
and yet i have been, deeply, many times, for years.
not so much these days. i just, you know, despair
of anything useful being said or done and check out.

all educational philosophies are useless in practice
until particular special cases are to be discussed
in carefully constructed contexts… so all we readers
ever seem to get is atrocity stories and suchlike
ill-disguised partisan politics.

“carefully constructed contexts” would include, for
example, a lot more attention than i’m usually able
to find about who the heck “we” are supposed to be.
this annoying pronoun is used as if it’ll mean all things
to all people. but it usually means nothing to me.

(in the passage at hand, i take “we teachers”
readily enough, so this isn’t a good example of
what bothers me… but hints at it. in electoral
politics, “we” can mean we-voters, we-americans,
we-patriots… and, often enough, two or three meanings
must be inferred to make any sense out certain
passages at all.)

angels dance on pinheads and owen leaves the room.

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