Replying to LO28736
Dear Leo and LO'ers,
I would like to clarify what I meant when I previously wrote:
> I read everything I could regarding the Sudbury School on their website.
>I would like to make some observations. Nothing is mentioned about a
>learning plan nor the facilitation of emergences of the pupils.
I have experienced the difference between the bifurcative stages and
digestive stages of learning. I belief that the bifurcative and digestive
stages of learning is the context for the important question you pose
regarding learning with or without a goal. At the bifurcative stage of
learning the outcome cannot be predicted. Learning without a "goal" is
very real at the bifurcative stage.
During the digestive stage of learning the goal becomes clearer and I
believe it is important to start to articulate the new order.
Should teachers not be aware of the harmonic existence and difference
between these stages, teachers will not be able to
facilitate/guide/intervene appropriately to the detriment of the learners.
During for e.g the bifurcative stage of learning one becomes more closed
with regards to the environment. Should the teacher deluge the learner
with entropy from the outside (in the form of information or goals etc.)
,during the bifurcative stage, the intervention will have dramatic negative
outcomes.
Within this context belief a learning plan is important as descriptive(not
prescriptive) indicator of complexity and not presrciptive in terms of
content and outcomes.
Each learner must be allowed to follow their own spontaneous steigerung.
Regards
Alfred
--Alfred Rheeder <alfred@pvm.co.za>
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