A Learners’ View (ALV) Is Of Choices On The Shortest And Fastest Path To Learning, The Oxygen Of Social Life.

Overview

CLASSIC EDUCATION, from a learners’ view (ALV), consists of three parts, (1) content (what other people know, do/did, etc.), (2) instruction of this content, and (3) processes learners use to learn, that is to adopt, adapt, and extend, that content.

Classic Education: A Learners’ View (ALV) of Choices during Teaching and Learning, this site, features descriptions of observable elements and processes of learning. This view is useful for trying to accelerate, increase, and deepen (AID) learning promptly with and without advancing electronic communication tools in the 21st century.

Details

Definition: 1. Social processes that serve as the highest standard of enduring observable, reliable, and repeatable patterns of learning and of content available to learn. a. Learning occurs through exchanges of time, effort, and other resourses provided by learners and by those from whom they learn. b. Content consists of how people perceive events and solve problems in their own time as well as how scholars in the liberal arts view these patterns in other times.

2. Differently informed people learning to perform behavior and other social patterns older generations have described or used to manage broad historical forces, so learners can try to adapt society to existing and emerging conditions; originates with and results from social exchanges among individuals and their artifacts.

3. Occurs as learners spend time, energy, and other personal resources to describe and use as well as critique, adapt, and extend behavior patterns of the most informed people of a society.

4. Classic learners read, observe, recite, and critique what others have done in order to use, expand, and replace it through rational means that benefit themselves and others.

Synonyms: CLASSIC EDUCATION gives priority to identifying relationships among behavioral and social patterns of current and former learners as social actors. ROTE LEARNING emphasizes the repetition of behavior patterns to expand a learner’s behavioral repetoire, sometimes in isolation from applying that new pattern to solving a problem, as in practicing scales on a musical instrument and repeating mathematical times tables; sometimes used incorrectly as a derogatory reference that features isolation over expanding a learner’s repetoire reliably.

Antonyms: 21st CENTURY LEARNING refers to preferred small group interaction in schools based on political views of economic and social changes; relies on one or more unacknowledged grand political theory(ies) that emphasize(s) social equity and the power of collective action to meet “new” political ends, over the merit of individual action to change human patters of social activity, as in giving preference to learning in a Kabutz over direct instruction to increase the amount and rate of learning promptly. COOPERATIVE LEARNING features small group interaction believed to result in members learning the same social patterns and content; sometimes a derogatory reference to pooling ignorance. COLLABORATIVE LEARNING gives priority to working in teams to solve problems over individual initiative and responsibility to do so. IGNORANCE refers to gaps between the use of social patterns used by the most accomplished people to make choices and what other-accomplished people do. STUDENT CENTERED LEARNING gives priority to content and processes one or more students want rather than showing learners how to use scientific descriptions of ways people learn as described in ALV.

Metaphore: Learning to stand on the shoulders of giants in order to see and do beyond what they could see and do.

Highlight: This definition emphasizes the role of social processes (patterns) learners display while adopting, adapting, and extending use of historic literature, rhetoric, mathematics, etc. that the most accomplished people of society have used.

Comment: Classic education serves as the historic standard against which to compare other efforts in the name of education. It prepares people to communicate efficiently, so they will likely identify, exercise, and create more choices for themselves, other people, and society than without that background. This purpose rests on the historic philosophy that people should have as wide a range of choices as possible, including through their personal efforts.

Classic preparation for making choices includes reading, committing to memory, critiquing, and applying selected examples from ancient to contemporary legacies of the liberal arts and other enduring practices. This preparation permits people to handle disruptions in social continuity and to minimize negative consequences of changes in patterns with one or more other people.

Related Resources

1. A Learners’ View (ALV) of Learning
2. ALV (a Learners’ View) Path to Learning
3. Choices Frame an Infrastructure  Learning

Related Reading

Last Edited: May 14, 2015