Teaching by any other name
A comment on cognitive psychology
Bibliographic Data
| ID | 11510601 |
|---|---|
| Authors | Bernard Mageean (Flinders University, corresponding author) |
| Year | 1984 |
| Volume | 19 |
| Issue | 1 |
| Pages | 7-12 |
| Publication date | 1984-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Australian Psychologist (JOURNAL) |
| Journal identifiers | ISSN: 0005-0067 • E-ISSN: 1742-9544 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00050068408255411 |
| OpenAlex | W1995318855 |
| Language | EN |
| References cited | 7 |
The general argument presented is that the doings of cognitive psychologists should be seen as a "cognitive practice" that is identical with teaching. Teaching, following Ryle, is also regarded as the best name for what people do to themselves when they think. The basic point is that to ask about it is to do it-i.e. practise cognition (i.e. teach)-and vice versa. This has implications for the debate on cognitive psychology being applied in education. It is claimed that most cognitive experiments are excellent demonstrations of the necessary art of how to get people to do things, and how to learn exactly what is being done when they are got to do them. The demand to be scientific is seen as a demand for clear instructive statements-publicly available descriptions that are prescriptions. There is no quarrel with what cognitive experimenters are doing, save for their refusal to notice that it is in fact all a study of what you can teach people to do, and could not be anything else-a refusal which wishes on us non-problems of various kinds and obscures real issues in cognitive debate. Experimenters are seen as acting sensibly, but not looking at what they do, and getting their own data into the picture
Argument (complex analysis · Cognition · Cognitive psychology · Epistemology · Notice · Point (geometry · Educational and Psychological Assessments · Law · Medicine · Neuroscience, Education and Cognitive Function · Philosophy · Psychology · Visual and Cognitive Learning Processes
| Highly cited | No |
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