We can teach, and teach well, without having the students learn.
Warren Steinkraus Lecture on Human Ideals: "Explanation, Truthiness and the False Climb to Knowledge"
Dr. J.D. Trout, professor of philosophy and psychology at Loyola University Chicago, will speak on "Explanation, Truthiness and the False Climb to Knowledge." Trout, who earned a Ph.D. in philosophy and cognitive science from Cornell University, specializes in the nature of scientific explanation, scientific realism and intellectual progress, and the psychology of human judgment. Mark Zelcer of Oswego's philosophy department will make opening remarks. Free; parking for those without a campus parking sticker is $1 -- see oswego.edu/parking. 315-312-2249.
Location: Marano Campus Center Auditorium, Room 132
Thursday, Oct 19, 4 p.m. - 5 p.m.
Theater production: "Clybourne Park"
Winner of the 2011 Pulitzer Prize and the 2012 Tony Award for Best Play, "Clybourne Park" explodes in two outrageous acts set 50 years apart. Act One takes place in 1959, as white community leaders anxiously try to stop the sale of a home to a black family. Act Two is set in the same house in the present day, as the now predominantly African-American neighborhood battles to hold its ground in the face of gentrification. $15 ($7 for SUNY Oswego students). 315-312-2141 or http://tickets.oswego.edu
Location: Waterman Theatre, Tyler Hall
Thursday, Oct 19, 7:30 p.m. - 9:30 p.m.
Field Hockey vs. New Paltz
Location: Laker Turf Stadium
Friday, Oct 20, 4 p.m. - 5:30 p.m.
Swimming & Diving vs. Oneonta
No admission fee.
Location: Laker Hall Pool, 2761 Co Rte 7, Oswego, NY 13126, USA
Saturday, Oct 21, 1 p.m. - 4 p.m.
Wednesday, Oct 18, 11:03 p.m. - 11:03 p.m.
Until recently, the accepted model for instruction was based on the hidden assumption that knowledge can be transferred intact from the mind of the teacher to the mind of the learner. Faculty members focused their attention finding more efficient methods of moving on getting knowledge from their professorial heads into the heads of their students, and educational researchers tried to find better ways to affect the transfer. Unfortunately, all too many of us who teach have informally discovered support for George Bodner’s hypothesis:
Teaching and learning are not synonymous; we can teach, and teach well, without having the students learn.
Rather than focusing on the process of teaching, we must consider the ways in which students learn. Most cognitive scientists now believe in a constructivist model of knowledge that attempts to answer the primary question of epistemology, "How do we come to know what we know?" This constructivist model can be summarized in a single statement: Knowledge is constructed in the mind of the learner.
The purpose of this workshop is to introduce a "radical" constructivist model of knowledge and to explore how this model relates to helping students to learn, and to explore how constructivism can help us to understand really happening in our classrooms through the lens of the Learner-Centered Psychological Principles: A Framework for School Reform & Redesign published bt the American Psychological Association.