Despite reports funded but Government, academic institutions and professional psychologists, decrying learning styles theory, and VAK in particular, it persists across the learning world, promulgated by poor teacher training and ‘train the trainer’ courses. It would not be far wrong to describe it as a theoretical virus that has infected education and training on a global scale, kept alive by companies peddling CPD to teachers. Its appeal is clearly in the intuitive appeal that learners are different, which is certainly true but there appears to be little evidence to support the idea that they can be put into these simple boxes. Learning professionals certainly need to understand the considerable differences between learners but the debate seems to have fossilised around this caricature of a theory.
On Learning Styles
Valued, not measured
People don’t like to be measured, they like to be valued
Blog post header of Social Media Today
Why I didn’t finish my PhD studies
Harold Jarche points at a blog post by Curmudgeon which resonates with me in several ways. It can be seen as a description of the behaviour and thinking related to the complex, complicated and simple domains of the Cynefin framework. The last paragraph describes my way of thinking, where emotions are closely intertwined with the complex or often frustratingly chaotic intellectual processes.
The paragraph before that describes, I think, my wife’s thinking. That’s probably why she’s a professor and I’m not.
Making a PhD out of me is like making a dog out of a cat. Wish I would have known that 10 years ago when I started my PhD work… Or then again, no. I really needed to know the scientific community well, with it’s strengths and weaknesses, to be able to work alongside it, as I do now.
The schooled creative mind is a bright mind’s thinking tamed. It plods into its problem, satchel full of things it knows, ticking off its checklist as a pilot would, disciplined, methodical, incisive, systemitized, hoping to find a truth.
The feral creative mind, in panic to find a truth, jumps back and forth, turning over stones, sniffing the air, all at once, up and down, a niggling doubt removed, another rising, something far away related, something not, a howl in the night, until, through all the crumpled paper in a cluttered mind a light is struck that’s soon so bright a problem fades, and a feral creative mind can live another day. We need more of these feral minds.
Need for dramatic change
However, when learners and educators have to fight the existing education system in order to learn and teach, it’s time for dramatic change.
Against Method (3)
Successful research does not obey general standards; it relies now on one trick, now on another; the moves that advance it and the standards that define what counts as an advance are not always known to the movers.
Against Method (2)
All I say is that non-experts often know more than experts and should therefore be consulted and that prophets of truth (including those who use arguments) more often than not are carried along with a vision that clashes with the very events the vision is supposed to be exploring.
Against Method 1
I bought Paul Feyerabend’s book ”Against Method” several years ago (9th April 2005 Amazon tells me) at a time when I still planned to produce a PhD thesis but when my jumping between disciplines already had made me somewhat exhausted and disoriented. I didn’t read it at that time, and I forgot I had bought it.
Now when I have put my doctoral studies on hold I discovered it in a bookshelf and started to read it a few days ago. It is originally written in 1975 and I’m reading the third edition. After reading 20 pages I understood how dangerous the book must feel for the scientific elite and why it was never mentioned during any of the courses I have attended during my studies. It should, I think, be mentioned together with Popper and Kuhn. But because it is posing a threat against normal science, it isn’t.
Anyway, I plan cite some passages from the book in this blog and comment on some of them during the coming weeks. Let’s start here with a statement where the first sentence is quite provoking, but it is softened up by the following two:
Science must be protected from ideologies; and societies, especially democratic societies, must be protected from science. This does not mean that scientists cannot profit from a philosophical education and that humanity has not and never will profit from the sciences. However, the profits should not be imposed; they should be examined and freely accepted by the parties of the exchange.
There is no solution
There is no solution. Seek it lovingly.
- George Thompson
About leading
You can lead a boy to college, but you cannot make him to think.
- Elbert Hubbard
Om innovationer
People pretty much hate innovation (and the horse it rode in on).
- Information wants to be free 19.05.2012
- On Learning Styles 02.05.2012
- Almost flying 26.04.2012
- Valued, not measured 11.04.2012
- Why I didn’t finish my PhD studies 31.03.2012
- Thinking of quitting FaceBook 29.06.2011
- Ut med Sansa Express, in med Zoom H2 30.12.2007
- Idédräparmanual 20.03.2007
- Kunskaparna.net 26.07.2007
- Grou.ps 28.04.2008
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