Professional Documents
Culture Documents
I. Theory of Value: What Knowledge and Skills Are Worthwhile Learning?
I. Theory of Value: What Knowledge and Skills Are Worthwhile Learning?
HP: The goals of education are to teach for understanding; to help students
learn to use knowledge to solve unexpected problems rather than simply recite
back facts; and to develop a culture of thinking in the classroom so that
students think critically and creatively thereby gaining intellectual
empowerment. The primary skill worth learning is deep thinking which
involves the flexible and active use of knowledge (8-16).
2. understanding of knowledge
3. active use of knowledge beyond the classroom walls and academia (5).
SS: Perkins uses the term Fragile Knowledge which includes but is not limited
to naive knowledge and ritual knowledge.
Indirectly these two concepts address the question: how does knowledge differ
from a belief? Naive knowledge is based on one s personal belief system
(including religious, racial, and ethnic stereotypes), that are encultured in us
and that remain even after considerable instruction to provide better theories
and combat these stereotypes. Ritual knowledge, closely aligned with naive
knowledge, is one s intuitive understanding of the world that remains despite
instruction to the contrary. For academic purposes students learn the factually
correct answer but do not incorporate this new knowledge into their
knowledge base, rather they hang onto previously learned concepts about how
the world works (23-27). Watson and Konicek s article Teaching for
Conceptual Change...... in which grade school children are convinced that
warm clothing makes them warm (has the property of emitting heat) offers a
lively and illuminating example of fragile knowledge (WK).
Perkins argues that the American education model is more ability centered
than effort centered and cites examples of Japanese and other cultures as well
as research findings that support his theory that one s innate ability to catch on
should not take precedence in educational models. Rather students, whether
gifted or slow learners, should be given the opportunity and motivation to
learn, keeping in mind (and allowing) that it just takes some longer to learn
than others. Consequently, Perkins does not support tracking citing that slow
learners will buy into preprescribed notions of the limitations of their abilities
(35-37).
The organism can always build deeper and wider models of the way its world
works; there is no intrinsic limit.(117).
SS: The core concept underlying Perkins educational theory is that learning is
a consequence of thinking, deep thinking (8). And, as stated in section
II:people learn much of what they have a reasonable opportunity and
motivation (both intrinsic and extrinsic) to learn. (45). Knowledge and skills
are acquired through clear information input, reflective and abundant practice
and informative feedback which includes authentic assessment Authentic
assessment requires the learner to pull together concepts learned in the subject
matter, open ended rather than one right answer questions, complex projects
and the like, taking into account that individuals possess many different styles
of learning (177).
The slogan less is more encapsulates Perkins belief re: effective learning and
teaching strategies. Less subject matter (content) and deep probing of selected
subject matter result in better learning (SS: 34).
SS: The teacher is to pass along the executive function to learners as soon as it
is feasible and reasonable; i.e. depending on the students maturity and the
teacher s assessment of the students ability and readiness. The teacher s role is
perceived by Perkins as that of guide and mentor (151).
HP: (Teaching the arts); bring artists into the classroom to act as performers,
mentors or teacher trainers.
By what methods?
SS: The three basic tools cited to elicit thoughtful learning are:
SS: Peer collaboration, peer tutoring, and cooperative learning are also cited
as valuable teaching methods ( 186).
Teaching for transfer using the methods of bridging and hugging is another
essential teaching method suggested by Perkins. In bridging, teachers help
students connect and apply the knowledge and skills learned in one context to
other situations, perhaps another subject (across subject-matter learning) or
with elements outside of the classroom (real life situations). In hugging,
instruction is kept close to the target or desired performance. Problem-based
learning is identified as a special type of hugging in which knowledge is not
presented in advance but is looked up or researched by the learner in order to
solve the problem . Knowledge acquired by this method is thought to be more
flexible and better organized in the student s mind and more likely to generate
application of the knowledge in future situations (PS: 22-29, SS: 126, 150).
Though Perkins does not define the term society in Smart Schools it is
stressed that he is addressing public education schools for everyone, schools
as part of a massive committed mission to bring to all of a population with its
multifarious ambitions, misgivings, talents, and quirks basic knowledge,
skills, and insights (1). Schools are presented as providing an indivisible
benefit which is consistent with the consensus model of society. Subsequently,
seeking to expand on the core concept of SMART SCHOOLS (learning is a
consequence of thinking, deep thinking) Perkins quotes from his colleague
Vito Perrone s Letter to Teachers: There is, it seems, more concern about the
mechanics of reading and writing rather than whether children learn to love
reading and writing, learning about democratic practice rather than have
practice in democracy; hear about knowledge ... rather than gain experience in
personally constructing knowledge; see the world narrowly, simple and
ordered, rather than broad, complex, and uncertain (31-32). This quote offers
overtones of the individualistic model of society.
Project Zero (HP) goes on to state that it endeavors to form students who are
ready to face the world as
.......................X.......................................................
CONTINUUM
Project Zero (HP) includes schools, various cultural institutions, museums and
the business world as part of the educational process. In Smart Schools
Perkins states that ideally the thoughtful learning culture nurtured in the
classroom should extend beyond the classroom walls and impregnate the
students daily lives. In other words, the institutions involved in education are
only limited by the students life experiences which can either inhibit or
enhance contact with potential institutions that can serve to educate (202).
(SS:25).