The Roles of the Teachers, Students and Environment That Lead towards Genuine Learning

MOHAMMED AL-AMLEH

21316107

"THE ROLES OF THE TEACHERS, STUDENTS AND ENVIRONMENT

THAT LEAD TOWARDS GENUINE LEARNING"

DR. RANA SURAKHY

AUGUST 24, 2013

I HAVE BEEN READING VARIOUS ARTICLES ABOUT HOW TO ACHIEVE WHAT IS CALLED "GENUINE LEARNING" WHICH IS THE MAIN GOAL OF THE EDUCATIONAL PROCESS OR PEDAGOGY. THROUGH THE -SOMEWHAT- DEEP READING AND ANALYZING THE GOALS AND ASPECTS THAT WILL ULTIMATELY LEAD TO THIS TERM (GENUINE LEARNING), I NOTICED SEVERAL IDEAS, FACTORS, THEORIES, ELEMENTS AND VIEWS THAT INTERCROSSED TO SHARE ALTOGETHER IN ORDER TO SUPPORT AND REACH TO THE POINT OF DEEP UNDERSTANDING AND DEEP LEARNING AS WELL. THE WRITERS OF THESE ARTICLES WROTE AND EXPLAINED DEEPLY TO CONVEY THEIR IDEAS ABOUT SUCH AN AIM THAT WE ALL SHOULD SEEK FOR- THAT IS GENUINE LEARNING. THEY ALL FOCUSED ON THIS IDEA AND SHARED OR PARTICIPATED IN PROVIDING THEORIES, OFFERING SOLUTIONS, CHANGES IN SOME STRATEGIES, AND GIVING NEW IDEAS THAT WILL LEAD TO OUR GOAL. FOR ME AND AS A READER TO THESE WORKS, I TOTALLY AGREE WITH THEM ABOUT THEIR CONCERNS TOWARDS THESE VERY CRUCIAL POINTS OF VIEW THAT WILL MAKE THE GREAT SHIFT AND CHANGE IN OUR PEDAGOGICAL REGIMES. ALL THE ASPECTS AND THE VIEWS THAT THEY DISCUSSED ARE FRUITFUL AND BENEFICIAL ONES AND THEY ALTOGETHER WOULD IN THE END MAKE A GREAT SUCCESS IN THIS FIELD OF LIFE WHICH IS EDUCATION PRODUCES DEEP LEARNING AND UNDERSTANDING -THAT IF THESE VIEWS AND THEORIES CAME INTO REAL LIFE AND BACKGROUNDS. HOWEVER, SOME OF THE THINGS THAT AFFECT THE PROCESS OF LEARNING ARE ALREADY AVAILABLE AND THE WRITERS OF THESE ARTICLES TALKED ABOUT THEM AND THEIR CRUCIAL ROLES IN SUCH A PROCESS - THEY ARE THE TEACHERS, LEARNERS AND ENVIRONMENT. ALTHOUGH THESE FACTORS ARE REALLY -NOT THEORETICALLY AS THE REST OF SOME ASPECTS AND VIEWS- INVOLVED IN THIS PROCESS, THEY MOSTLY DON'T LEAD US TO WHAT WE ARE ACTUALLY LOOKING FOR. DESPITE THIS FACT, I REALLY CONSIDER THOSE THREE PREVIOUS ELEMENTS AS THEY ALREADY AVAILABLE TOOLS THAT FOR SURE WILL MAKE THE SHIFT AND CHANGE, IF THEY DO WHAT THEY SHOULD DO IN THE PROPER WAYS. IN THIS PAPER, I AM GOING TO PRESENT AND STATE THE ROLES OF TEACHERS, STUDENTS AND ENVIRONMENT THAT CAN ACHIEVE REAL UNDERSTANDING AND LEARNING REGARDLESS OF THE OTHER FACTORS THAT HAVE MAIN IMPACTS ON THIS PROCESS. IN OTHER WORDS, WHAT ARE THE DISTINGUISHING FEATURES THAT THE TEACHER SHOULD HAVE, WHAT STRATEGIES THAT HE OR SHE SHOULD FOLLOW WITH HIS OR HER STUDENTS AND WHAT SHOULD HE DO TO MAKE USE OF THE ENVIRONMENT DURING THIS PROCESS?

TO BEGIN WITH, I THINK THAT THE GOOD, SUCCESSFUL, TEACHER IS THAT ONE WHO LETS STUDENTS TRY AND TAKE THE CHANCE TO EXPRESS THEMSELVES IN THE WAYS HOW THEY WANT TO SHARE THEIR OWN EXISTING UNDERSTANDING OF ANY NEW PIECE OF KNOWLEDGE OR INFORMATION. THAT REQUIRES THE TEACHER TO BE PATIENT AND GOOD LISTENER TO HIS OR HER STUDENTS. BY DOING SO, STUDENTS WILL FEEL MORE RELAXED IN EXPRESSING AND TALKING ABOUT THEIR OWN EXPERIENCE AND KNOWLEDGE THAT THEY ALREADY HAVE, AND EACH ONE OF THEM WON'T FEEL EMBARRASSED WHEN SHARING AND TELLING WHAT IS GOING IN HIS OR HER MIND. ALL OF THIS WILL BUILD A KIND OF TRUST BETWEEN THE BOTH SIDES, THE TEACHER AND LEARNERS WHICH IS VERY SIGNIFICANT IN THE PROCESSES OF TEACHING AND LEARNING.

TRUST AND BEING CONFIDENT ARE TWO MAIN POINTS IN THE PROCESS OF LEARNING FOR ALL STUDENTS. THAT IS BECAUSE WHEN THEY ALREADY HAVE THESE TWO MERITS, THEY WILL GET RID OF THEIR OWN FEARS AND HESITATION TO INTERACT AND GET INVOLVED IN THE LEARNING LIFE IF THE TEACHER FACILITATES THIS FOR THEM WHICH IS NECESSARY AS I MENTIONED PREVIOUSLY. TRUST HERE MEANS THAT THE ACT OF LACKING KNOWLEDGE OR NOT KNOWING IS SOMETHING BENEFICIAL AND CONSIDERED AS AN IMPULSE TO SEEK KNOWLEDGE. THAT IS TO SAY TEACHERS SHOULD ENHANCE AND MOTIVATE THEIR STUDENTS WHEN THEY COMMIT MISTAKES NOT IGNORE OR STOP DISCUSSING THEIR WRONG ANSWERS. INSTEAD, SUCCESSFUL TEACHERS WILL LISTEN TO THEIR STUDENTS' ANSWERS EVEN IF THEY WERE WRONG AND START DISCUSSING THEM AND GIVE THEM MORE AND MORE TRIALS TO DISCOVER THE RIGHT KNOWLEDGE THROUGH THINKING AND SPECULATION BY THEMSELVES. WHEN HAVING THIS APPLIED, A REAL TRUST IS BUILT BETWEEN THE BOTH SIDES AND CRITICAL THINKING IS BEING GRADUALLY DEVELOPED IN THE STUDENTS' MINDS. THIS WHAT SOME OF THE AUTHORS REFER TO IN THEIR ARTICLES. TO EXEMPLIFY, "LEARNING HAPPENS FASTEST WHEN THE NOVICES TRUST THE SETTING SO MUCH THAT THEY AREN'T AFRAID TO TAKE RISKS, MAKE MISTAKES OR DO SOMETHING DUMB." (MEIER, 2002).

IN ADDITION, TEACHERS ARE ENCOURAGED TO GIVE THEIR STUDENTS ENOUGH TIME TO CONTRIBUTE THEIR OWN IDEAS AND EXPERIENCE. TIME ACTUALLY PLAYS A CRUCIAL ROLE IN THE PROCESS OF LEARNING. WHEN TEACHERS PROVIDE STUDENTS A SPACIOUS PERIOD OF TIME, THEY MAKE THEM THINK DEEPLY, DISCUSS THEIR OWN IDEAS AND UNDERSTANDINGS OF THE RELATED TOPIC. IN OTHER WORDS, THEY LET THEM BUILD THEIR OWN UNDERSTANDING AND KNOWLEDGE THEMSELVES IN A WAY THAT THEY WILL NEVER WASTE OR LOSE WHAT THEY HAVE ACHIEVED. BY DOING SO, TEACHERS WILL NEVER CONSIDER THEIR STUDENTS AS CONTAINERS AND CONSIDER THEIR DUTY AS TEACHERS ONLY TO DICTATE STUDENTS ANY KIND OF KNOWLEDGE AND THAT IS IT. ON THE OTHER HAND, IF TEACHERS APPLY THEIR TRADITIONAL WAYS IN TEACHING, THEY WILL ULTIMATELY HAVE PASSIVE LEARNERS AS HOLT REFERS- "THE TROUBLE IS THAT WHEN WE TREAT CHILDREN THIS WAY, WE MAKE THEM BAD LEARNERS." (HOLT, 1969).

WHEN I MEAN ENOUGH TIME THAT SHOULD BE GIVEN FOR STUDENTS, I - OF COURSE - MEAN THAT TEACHERS HAVE TO RECONSIDER THEIR ROLE INSIDE THE CLASSROOM. IT'S UNDOUBTEDLY COMMONLY KNOWN THAT TEACHERS SPEND MOST OF TIME WORKING BY THEMSELVES INSIDE THE CLASSROOM ILLUSTRATING THINGS, DICTATING, SOLVING PROBLEMS, ……. ETC. FRANKLY SPEAKING, I AM TOTALLY AGAINST THIS BEHAVIOR. IT IS NOT GOOD OR EVEN IT IS BORING AND USELESS TO DO THE WHOLE BY YOURSELF AS A TEACHER WHILE THE STUDENTS ARE ONLY LISTENING AND RECEIVING - IT WILL NEED NOT BUT TO FAILURE. ON THE OTHER HAND, WHEN WE GIVE THE CHANCE FOR STUDENTS TO SHARE, TALK, ASK, DO, SOLVE …….ETC. IT WILL BE A VIVID CLASS AND WILL SURE LEAD TO DEEP UNDERSTANDING. THAT IS EXACTLY WHAT I MEAN BY ENOUGH TIME. WHEREAS IF TEACHERS STICK TO THEIR TRADITIONAL WAYS AND PROCEDURES AND SPEND THE WHOLE TIME TEACHING, THIS WON'T MAKE ANY PROGRESS IN DEVELOPING TEACHING AND GOING TOWARDS GENUINE AND REAL LEARNING AND UNDERSTANDING. THUS, THE OUTCOME OF THEIR WORK IS AGAIN PASSIVE AND BAD LEARNERS.

THIS LEADS TO ANOTHER IMPORTANT FEATURE OR POINT THAT TEACHERS ARE SUPPOSED TO TAKE INTO THEIR ACCOUNTS DURING THE TEACHING PROCESS. IT IS THE ROLE OF THE STUDENTS THEMSELVES IN THIS PROCESS. IN GENUINE LEARNING, TO MINIMIZE OR EVEN NEGLECT THE STUDENTS' INTERACTION AND INVOLVEMENT IN TEACHING IS SOMETHING BAD AND NEGATIVE OR EVEN DESTRUCTIVE. IN TEACHING, OUR MAIN GOAL IS CONSTRUCT KNOWLEDGE NOT TO GIVE IT DIRECTLY. CONSTRUCTING KNOWLEDGE REQUIRES REAL AND ACTIVE INTERACTION, PARTICIPATION AND VIVID DISCUSSIONS AMONG STUDENTS THEMSELVES AND THE TEACHER AS WELL. IT IS MUCH MORE FRUITFUL AND BENEFICIAL WHEN STUDENTS AND THE TEACHER EXCHANGE VIEWS AND DISCUSSIONS OR EVEN ARGUE FOR ACQUIRING REAL AND RIGHT KNOWLEDGE -(COLLABORATIVE WORK) WHICH IS ONE OF THE FEATURES OF THE CLASSROOM ENVIRONMENT ACCORDING TO THE NEW IDEA OF EGAN. OUT OF THESE ACTIVITIES COME THE SUCCESS AND THE WAY TOWARDS WHAT WE ALL SEEK AND WANT TO ACHIEVE- CORRECT LEARNING. AND HERE I QUOTE "FOR REAL LEARNING TAKES PLACE ONLY WHEN THE LEARNER PLAYS A DUAL ROLE, WHEN HE IS LEARNER AND TEACHER, DOER AND CRITIC, LISTENER AND SPEAKER." (HOLT , 1969).

FURTHERMORE, PROFESSIONAL TEACHERS PAY MUCH ATTENTION TO THE STUDENTS' ENVIRONMENT WHILE TEACHING. ENVIRONMENT HERE MEANS OR REFERS TO CONTEXT, COMMUNITY OR THE SOCIAL WORLD THAT THE STUDENTS COME FROM IN ADDITION TO THE STUDENTS' REFLECTIONS ABOUT THESE OBJECTS WHICH COME FROM THEIR PRIOR KNOWLEDGE OR PERCEPTIONS. ALL OF THESE THINGS SHOULD BE CONSIDERED BY THOSE TEACHERS WHO CARE ABOUT SUCH KIND OF LEARNING AND UNDERSTANDING. ACTUALLY, STUDYING AND FIGURING OUT THE ENVIRONMENT OF THE STUDENTS ONE BY ONE IS SOMETHING VALUABLE IN TERMS OF HOW TO DEAL AND INTERACT WITH THOSE LEARNERS IN ORDER TO TRANSFER THEM INTO THE POINT OF NO RETREAT FROM GOING FORWARD. WHEN STUDENTS FEEL THAT TEACHERS CARE ABOUT THEM, THIS IS ITSELF A MOTIVATION AND ENCOURAGEMENT FOR THEM TO START WORKING AND SERIOUSLY SEEKING FOR KNOWLEDGE. ALSO, WHEN TEACHERS USE THIS ENVIRONMENT BY CONNECTING THE NEW KNOWLEDGE TO WHAT IS REAL AND NOTICED BY STUDENTS, THEY SUCCEED IN MAKING THE STUDENTS PARTICIPATE AND SHARE THEIR OWN REFLECTIONS AND UNDERSTANDINGS ABOUT THE NEW GIVEN TOPIC OF KNOWLEDGE . EVEN IF THEIR INFORMATION WERE MISTAKEN, THEY WOULD FIND AN OPPORTUNITY TO CORRECT THEM AND REACH THE REAL ANSWER AND KNOWLEDGE THROUGH PRACTICE AND TRIALS THE THING THAT MAKES LEARNERS CONSTRUCT NOT ONLY ACQUIRE THEIR KNOWLEDGE AND UNDERSTANDING THAT WILL EVER LAST. AS VYGOTSKY INDICATES HERE, HE REFERS TO THE ROLE OF INTERACTION THROUGH THE SOCIAL CONTEXT AND SETTINGS - "PRODUCTIVE INTERACTIONS OCCURRING GOAL-DIRECTED ACTIVITY SETTINGS, WHICH ARE JOINTLY UNDERTAKEN BY APPRENTICES AND EXPERTS. THEY INVOLVE CONTRIBUTIONS AND DISCOVERIES BY LEARNERS, AS WELL AS THE ASSISTANCE OF AN "EXPERT" COLLABORATOR" (GALLIMORE, 1990).

MOREOVER, EDUCATORS ARE PREFERRED TO HAVE THE DISTINCT OF BEING FLEXIBLE AND COOPERATIVES. FOR EXAMPLE, THE COOPERATIVE TEACHER TRIES TO GO INTO HIS OR HER STUDENTS' MINDS THAT ARE CONSIDERED THE SPARKLING START OF ANY ACTIVITY IN ORDER TO DO THE BEST JOB WHEN YOU ALREADY KNOW WHAT IS GOING ON YOUR LEARNERS' MINDS AND THEIR THINKING. FROM THIS POINT, EVERY SUCCESSFUL TEACHER CAN START DISCUSSING, ASKING QUESTIONS, EXEMPLIFYING, LISTENING TO THEIR OWN VIEWS AND UNDERSTANDINGS, SHARING IDEAS AND THOUGHTS, ….. ETC. HERE COMES THE FLEXIBILITY THAT IS MENTIONED ABOVE AND THE ROLE OF COOPERATIVE WORK. WHILE THE TEACHER'S LISTENING TO WHAT THE STUDENTS SHARE, DISCUSS, ANSWER OR EVEN ARGUE ABOUT ANY PIECE OF KNOWLEDGE, THE ROLE OF THE TEACHER IS NOT TO SAY YOU ARE RIGHT AND YOU ARE WRONG. IF THE TEACHER IS ONLY CARING ABOUT THE RIGHT ANSWER, THIS IS ACTUALLY DESTRUCTIVE AND DOESN'T LEAD US TO HAVE GOOD LEARNERS IN THE END, AND IT IS A FALSE METHOD TOWARDS GENUINE LEARNING. INSTEAD, THE EDUCATOR SHOULD HANDLE SUCH SITUATIONS SOFTLY. HE OR SHE IS ENCOURAGED TO CREATE SUCH SITUATIONS AND POSITIONS THE THING THAT IS VERY USEFUL IN THE PROCESSES OF LEARNING AND TEACHING AS WELL. THEY, TEACHERS, SHOULD LISTEN TO THEIR LEARNERS' ANSWERS AND PARTICIPATIONS REGARDLESS WHETHER THEY ARE RIGHT OR WRONG. THEN, THEY CAN MOTIVATE THEM TO TRY AND FIND THE CORRECT KNOWLEDGE BY THEMSELVES THROUGH VARIOUS ACTIVITIES THAT THEY OR THE TEACHER ADOPTS. WHEN BEHAVING AND APPLYING SUCH STRATEGIES, KNOWLEDGE IS NOT ONLY ACQUIRED BUT IT ALSO CONSTRUCTED. THAT IS WHEN YOU ACQUIRE SOMETHING; YOU MAY LOSE IT OR FORGET IT. WHEREAS IF YOU CONSTRUCT IT IN YOUR MIND, IT WILL BE IMPOSSIBLE FOR YOU TO GIVE IT AWAY OR EVEN LOSE IT. THIS KIND OF KNOWLEDGE CONSTRUCTION ONLY HAPPENS WITH THE HELP OF THE EDUCATORS AND THE STUDENTS AND THEIR PRIOR EXPERIENCE AND KNOWLEDGE AS IT SEEMS CLEAR IN THE ARTICLE OF (_HOW PEOPLE LEARN, 10)_ "A LOGICAL EXTENSION OF THE VIEW THAT NEW KNOWLEDGE MUST CONSTRUCTED FROM EXISTING KNOWLEDGE IS THAT TEACHERS NEED TO PAY ATTENTION TO THE INCOMPLETE UNDERSTANDINGS, THE FALSE BELIEFS, AND THE NAÏVE RENDITIONS OF CONCEPTS THAT LEARNERS BRING WITH THEM TO A GIVEN SUBJECT. TEACHERS THEN NEED TO BUILD ON THESE IDEAS IN WAYS THAT HELP EACH STUDENT ACHIEVE A MORE MATURE UNDERSTANDING."

BESIDES THAT, TEACHERS ARE SUPPOSED TO NOTICE THE INDIVIDUAL DIFFERENCES OF THEIR LEARNERS THE THING THAT IS CONSIDERED ONE MAIN ASPECT OF THE PROCESS THAT LEADS TO CORRECT UNDERSTANDING OF KNOWLEDGE. TO HAVE THIS APPLIED OR DONE WITHIN THE TEACHING PROCESS, TEACHERS HAVE THE OPPORTUNITY TO USE THE MULTI-INTELLIGENCE PROCEDURE IN THE WAYS HOW THEY CAN LET EVERY SINGLE STUDENT GRAB AND ACHIEVE THE MAIN GOAL OF THE TOPIC GIVEN WHICH IS OF COURSE KNOWLEDGE. THESE VARIOUS FORMS OF INTELLIGENCE ARE VERY EFFECTIVE AND USEFUL IN THE PROCESS OF PRESENTING KNOWLEDGE AND EVALUATING PERFORMANCE, AS GARDNER STATES HERE "……BUT SOME ACKNOWLEDGEMENT THAT PEOPLE DO LEARN, REPRESENT, AND UTILIZE KNOWLEDGE IN MANY DIFFERENT WAYS IS IMPORTANT TO MY ARGUMENT. SUCH WELL-DOCUMENTED DIFFERENCES AMONG INDIVIDUALS COMPLICATE AN EXAMINATION OF HUMAN LEARNING AND UNDERSTANDING." (GARDNER, 1991).

ONE MORE IMPORTANT POINT - I BELIEVE - THAT THE PROFESSIONAL TEACHER WILL APPLY IN HIS CAREER IS TO CREATE THE SENSE OF DESIRE WITHIN HIS OR HER STUDENTS TO LOVE LEARNING AND BEING INVOLVED IN THE PROCESS OF ACQUIRING AND GRASPING KNOWLEDGE. THAT IS TO SAY, TEACHERS ARE CONSIDERED THE MAIN PLAYERS INSIDE THE CLASSROOM OR THEY ARE KINGS WHO ARE RESPONSIBLE HOW TO PRESENT THIS CLASS OR WHATEVER PROCEDURE THEY WANT TO APPLY AND FOLLOW IN THIS CLASS OR THAT ONE. HERE I MEAN, THE TEACHER MAY SELECT, ADAPT, REPLACE OR EVEN SUBSTITUTE WHATEVER HE OR SHE WANTS. THIS WILL MAKE A KIND OF CHANGE -THAT THE STUDENTS WILL NOTICE AND LIKE- WHICH MOTIVATES AND ENCOURAGES THEM TO FOLLOW AND INVOLVE EAGERLY. THUS AND IF HE OR SHE DOES THAT BESIDES TO WHAT IS MENTIONED ABOVE, I CONSIDER IT FOR GRANTED THAT LEARNERS WILL BE GOOD AND DISTINGUISHED ONES. THIS KIND OF SENSE PLAYS A CRUCIAL ROLE IN WHAT WE ALL SEEK AND TRYING TO ACHIEVE - OF COURSE GENUINE LEARNING. WHEN WE AS TEACHERS AND LEARNERS REACH TO SUCH A POINT OF PROGRESS IN THE EDUCATIONAL PROCESS, I THINK WE ARE MOVING TOWARDS WHAT IS CALLED "METACOGNITION". OR AT LEAST, WE ARE PUTTING OUR OWN STUDENTS OR MAKING THEM TAKE THEIR FIRST STEPS OF BEING ABLE TO JUDGE AND ASSESS THEIR OWN WORKS BY THEMSELVES. AND HERE I QUOTE SOMETHING THAT SUPPORTS THE IDEA OF HAVING METACOGNITIVE SKILLS "MANY IMPORTANT ACTIVITIES THAT SUPPORT ACTIVE LEARNING HAVE BEEN STUDIED UNDER THE HEADING OF "METACOGNITION"………….. . METACOGNITION REFERS TO PEOPLE'S ABILITIES TO PREDICT THEIR PERFORMANCES ON VARIOUS TASKS AND TO MONITOR THEIR CURRENT LEVELS OF MASTERY AND UNDERSTANDING" (HOW PEOPLE LEARN, 12).

ALL IN ALL, TO BE A SUCCESSFUL TEACHER AND PUT YOUR OWN STUDENTS ON THE EDGE OR BEGINNING TOWARDS THE CORRECT OR GENUINE LEARNING AND UNDERSTANDING, I THINK YOU SHOULD BE A PROFESSIONAL OR EVEN AN IDEAL ONE. BEING PROFESSIONAL OR IDEAL IS NOT THAT BIG DEAL; IT IS EASY BUT INCLUDES AND REQUIRES SEVERAL TERMS, MERITS OR CONDITIONS TO BE LIKE THAT. SINCE LEADING OUR STUDENTS TO THE LEVEL OR POINT OF GENUINE LEARNING IS NOT AN EASY PROCESS OR TASK AND REQUIRES HARD EFFORTS, I THINK TEACHERS MUST BE WELL BUILT AND AWARE OF ALL THE ASPECTS AND FACTORS WHICH ARE MENTIONED ABOVE DURING THEIR WORK, TEACHING OF COURSE. IN CASE EDUCATORS NOTICED THAT THEY ARE LOOKING FORWARDS TO ACHIEVING GENUINE LEARNING AND UNDERSTANDING, THEN THEY SHOULD TAKE INTO THEIR ACCOUNTS THE ROLE OF THE STUDENTS, THE ROLE OF TIME, ENVIRONMENT, CONTEXT, INDIVIDUAL DIFFERENCES AS WELL AS CERTAIN FEATURES THAT TEACHERS SHOULD HAVE IN THE FIRST PLACE. IN OTHER WORDS, THE TEACHERS SHOULD KEEP IN THEIR MINDS THE MAIN TARGET AND POINT THAT THEY WANT TO ACHIEVE. ACCORDINGLY, THEY MUSTN'T DEGRADE THEIR OWN ROLES IN THIS MARVELOUS ROUTE OR PROCESS. THEREFORE, THEY ARE ASKED TO LEAD THE STUDENTS TOWARDS SUCCESS AND PROGRESS BY HELPING THEM DEVELOP THEIR INTELLECTUAL AND CRITICAL THINKING ABILITIES WHICH ARE CONSIDERED AS THE KEY WORD OF GENUINE LEARNING AND UNDERSTANDING AS WELL.

CITATION

BURNER, J. (1996). CULTURE, MIND, AND EDUCATION. IN _THE CULTURE OF EDUCATION (PP. 1-43)._ CAMBRIDGE, MA.: HARVARD UNIVERSITY PRESS.

EGAN, K. (1991). EDUCATION'S THREE OLD IDEAS, AND A BETTER IDEA. _JOURNAL OF CURRICULUM STUDIES._ VOL. 31, NO. 3, PP 257-267.

GALLIMORE, R.& THARP, R. (1990). TEACHING MIND IN SOCIETY: TEACHING, SCHOOLING, AND LITERATURE DISCOURSE. IN MOLL, L.C. (ED) _VYGOTSKY AND EDUCATION: INSTRUCTIONAL IMPLICATIONS AND APPLICATIONS OF SOCIOHISTORICAL PSYCHOLOGY_ (PP. 175-205). CAMBRIDGE, ENGLAND: CAMBRIDGE UNIVERSITY PRESS.

GARDNER, H. (1991). THE CENTRAL PUZZLES OF LEARNING. IN _HOW CHILDREN THINK AND HOW SCHOOL_S _SHOULD TEACH_ (PP. 1-20). NEW YORK: BASIC BOOKS.

HOLT, J. (1969). TEACHERS TALK TOO MUCH. _THE UNDER-ACHIEVING SCHOOL._ NEW YORK: PITMAN PUBLISHING CORPORATION.

MEIER, D. (2002). LEARNING IN THE COMPANY OF ADULTS. _IN SCHOOLS WE TRUST._ BOSTON: BEACON PRESS.