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^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Wj91myd8sy","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ18Ӻ","startOffset":110,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ18Ӻ","endOffset":1493°Ӻ,"quote":"If knowledge cannot be transmitted, but must instead be constructed by each student individually, this does not imply that teaching must dispense with language. It implies only that the role of language must be conceived of differently. We can no longer justify the intention of conveying our ideas to receivers (as though ideas could be wrapped in little packages by means of words). Rather, we will have to speak in such a way as to “orient” students’ efforts at construction.Ӷ4Ӻ However, in order to orient someone, you have to have a starting-point. Even six-year-olds have something inside their heads. They have lived, made experiments, and they have developed ways of coping. They can interpret the actions and words of their teacher only according to the empirical and operative abstractions which they have worked out previously. This means that it is absolutely necessary for teachers to have some notion of their students’ conceptual networks. We call this a model. Obviously such models are and always remain hypothetical because it is impossible to get inside someone else’s head. But with experience and informed intuition, a teacher can come to make more or more useful assessments about what is occurring in the heads of students. This ability separates individuals who are gifted for teaching from those to whom it is merely a rule- governed job like so many others.","highlights":Ӷ^"jQuery3210413197432160228862":^°°,^"jQuery3210413197432160228862":^°°,^"jQuery3210413197432160228862":^°°,^"jQuery3210413197432160228862":^°°Ӻ,"text":"","category":"Argumentation2","data_creacio":1569001073948°
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