THREE DIMENSIONS OF EDUCATION
Abstract
Considering that our brains have a two-sidedness to them, it is fairly easy to accept that education should be conducted in two modes. But three? Seckinger advocates the "Broudy triad" as the basis of our practice, finding connections in it between modern and ancient thought, and asserting that only a proper balance between modes in education can protect us from the many forms of reductionism prevalent today. Thus even a just combination of the two cognitive modes, the didactic and the heuristic, which has been the major preoccupation of official curricu1ar reform in our time, ignores to our peril the affective, existential mode of teaching and learning; and he explores both fallacies and remedies in the present tendency to stand pat on that reform. There is more than our brain that needs educating. RÉSUMÉ Compte tenu de la structure bilatérale de notre cerveau, on peut facilement admettre que l'enseignement doit se faire de deux façons. Mais pourquoi pas trois? Seckinger préconise la "triade de Broudy" comme fondement de notre profession; il y note des rapports entre la pensée moderne et ancienne et il affirme que ce n'est qu'en maintenant l'équilibre entre les modes d'éducation que l'on peut se tenir à l'abri des nombreuses formes de "réductionnisme" qui prévalent tant aujourd'hui. Ainsi, même une juste combinaison des deux modes cognitifs, le mode didactique et le mode heuristique, ce qui représente l'une des principales préoccupations de ceux qui sont chargés de la réforme des programmes, ne tient pas compte du mode affectif et existentiel de l'enseignement et de l'apprentissage; Seckinger va jusqu'à explorer les erreurs et les remèdes de la tendance actuelle qui consiste à tenir bon quant à cette réforme. Il n'y a pas que notre cerveau qui ait besoin d'être éduqué.Downloads
Published
1982-01-01
How to Cite
Seckinger, D. S. (1982). THREE DIMENSIONS OF EDUCATION. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 17(001). Retrieved from https://mje.mcgill.ca/article/view/7439
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