278
iii
сі
School A 14.5.82 P2 сіР12 сіі
М2
I wonder why we’re considered to have changed
so
uch
from school - because in school they
never thought you could follow anything for
more than five minutes - kids in school can
never follow you for more than five minutes.
Can you follow anyone for an hour?
SS2 You pick up things that strike you.
SSl
and in more and more
primary schools children
are split up into small groups but in secon-
dary schools we either expect children to
be
the
lecture
this
morning
in a sense
that
bit of higher educa⅜ton has been imported
into the secondary
school but not the seminar
which seems to me
education.
to be basic to university
The students here are expressing knowledge about the
process of
learning
that
comes
knowing themselves
as learners.
The actual
process will
contain false starts and blind alleys as well as forward
movement and this will be seen in later extracts. But it does enable
individuals to be active participants
in a situation which focusses
on their learning not on someone else’s
knowledge.
In the Research Group it was pointed
out how important a source of
experience the student’s own experience as a learner had been but
how all too frequently positive models
were hard for students to find.
Explanations are
not hard to come by for secondary and higher edu-
cation but this
should not
be so for professional courses in higher
education whose aim is
improvement
in the quality of teaching and
learning.
Certainly the Research Group, aware of the contradictions
of Alternative
and Main Course were
critical
of
Il
ιainstream
Il
ethods.
This is not because the Alternative Course was necessarily successful
rather that it was seen to be working with a different model.5