Article: Pratt, D.D. (1997). Indicators of Commitment (pp. 22-25). Malabar, Florida: Krieger Publishing.
|Based on discovery learning|
|Facts on what world is like|
|Learner and content are separate entities|
|To show learning, it must be accurately described or reproduced|
|Objective knowledge is not distorted by interests and values|
|Based on ones’ interpretation|
|Knowledge is distorted by bias of values and personal interests|
|World is knowable through people’s interpretations of it (depends on interests, prior knowledge, purposes, values)|
|Emphasize meaning of action instead of the action itself|
Even though I find that subjectivism plays a major role in learning and in instruction, I sometimes find there are instances where it helps to have a solely objective perspective when it comes to instruction of some topics. Students themselves when they have a preconception of something can sometimes let notions hinder their learning. On the other hand, prior knowledge usually helps in the attainment of new knowledge. I can see pros and cons of each of the epistemologies. When I think of an objective approach to instruction, I most often think of science concepts such as when conducting experiments, or when teaching a religion concept of another denomination than your own. Subjective teaching makes me think of relating social studies outcomes to everyday examples for today’s generation, or when solving a math problem by putting it into the child’s perspective by relating the problem to something more familiar or meaningful to them.