Understanding 'The New Knowledge Management' LO30465

From: AM de Lange (amdelange@postino.up.ac.za)
Date: 08/11/03

Replying to LO30452 --

Dear Organlearners,

Chris Macrae <wcbn007@easynet.co.uk> wrote:

>I am attracted to the notion that one learns practical/valuable
>stuff by having the chance to do and then converse with peers
>explaining what you did.

Greetings dear Chris,

The above is immensely important in a subject like chemistry. Its theory
is so intricate and complex that one may easily get lost in all the
details. It is the experiences gained during practical sessions which help
students to keep their heads above water.

>I've always believed in the Druckerian paradox that you only
>learn fully (where anything hits contextual practice as opposed
>to just memory) when you have a chance to 'teach'/explain
>what you have done.

I want to add that the interaction with students/pupils is most important.
It is the questions which they ask and the conclusions which they offer
which afford the necessary feedback loop to learn oneself while teaching.

But i must admit after more than thirty years of experience that it is
very difficult to cultivate such a spirit of enquiry among learners. The
biggest obstacle to overcome is parrotry (memorisation and regurgitation
of information).

With care and best wishes


At de Lange <amdelange@postino.up.ac.za> Snailmail: A M de Lange Gold Fields Computer Centre Faculty of Science - University of Pretoria Pretoria 0001 - Rep of South Africa

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