By FLETCHER, Hargreaves
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The tests for truth in morals, aesthetics and religion, for example, have not been clearly set out or even established so far as to meet general acceptance. The point about the theory, however, is that it offers a justification of the curriculum as a means of the making of a mind, a rational mind. Hirst’s major recommendation is that, since each form is separate and distinct and no one form is a substitute for another, the curriculum should contain all the forms of knowledge if a rational mind is to be fashioned by it.
This dual requirement of intention and a recognition of a special responsibility on both sides is what distinguishes a genuine teaching situation from one in which one party merely gives information to another. The announcer at Victoria Station does not teach passengers about their trains. He tells them, gives them information. He intends that they should learn some facts, but there is no recognition on either side of the special relationship that characterises a teaching situation. The announcer is not a teacher, nor is the passenger a pupil.
The teacher’s role is thus primarily didactic and regulatory. He provides the material, organises the making of associations, and checks whether such associations are made. His aim is to achieve the desired outputs from the pupil, the right sort of behaviour. The organic approach tends to weaken the rigid polarity which characterises the mechanistic model. The ‘transaction’ aspect diminishes and emphasis is thrown on the pupil’s need to develop his own methods of working and acquiring knowledge and skill.
Activating Vocabulary: For ESOL Learners by FLETCHER, Hargreaves