While instructing lessons, do teachers allow the law of entropy (disorder, randomness) to supersede use of scientific descriptions of social processes likely to lead to learning? I wonder.
When I began posting scientific descriptions of learning as Classical Education: A Learners’ View over a decade ago, I realized I was addressing that question. The posts attracted over a million page views in the first couple of years.
At the same time, acquaintances who were teachers, school administrators, professors, scientists, and computer industry specialists expressed little if any familiarity or interest in this view beyond “correcting” the grammar in the title of my blog. And, they asked for suggestions about ways to handle problems they faced as teachers.
I still wonder from a learners’ view, why educators appear to allow the law of entropy (of disorder, randomness) to supersede the intentional systematic and consistent application of available experimental behavioral and social science descriptions of social activities by teachers that increases the likelihood of all students learning all lessons.