Too often pedagogy has taken it for granted that consciousness is dealing with exactly the same material in the same form while learning that it does later when the subject is learned, and hence it has given rules for the arrangement of definite ideas instead of for forming the clear, definite ideas out of the vague, confused state popularly called feeling, through a transition stage which we call interest, until the ideas stand out clear and well defined and expressible in words. (Boggs, 1907)
The learning environment can be one or both of the following: 1) Content providing: e.g. other skiers provide good and bad examples, mountain provides visual input to understand skiing (compared to talking about skiiing in a classroom, chalkboard drawings, pictures, video, etc...) 2) Performance enabling: e.g. the mountain, snow, a ski lift, provide a place to ski; skis, boots and poles provide equipment to ski. e.g. a harness can help a diver safely learn a new dive, e.g. a foam pit can help a gymnast safely learn a new move
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