Education and Research


Kim H. Veltman

Art and Science with a Child’s Point of View

Unpublished: Toronto 1995.
How to teach students what to look for without telling them what to see is the dilemma of teaching. Abercrombie

1. Introduction
2. Dynamic Classrooms
3. Interactive Televisions
4. The Past as a Databank for the Future.

1. Introduction

Traditional teaching often puts children into a passive position. The teacher talks, the child listens. Present day television, videos and other electronic devices have aggravated this situation. The machine talks and the child is a captive viewer and listener. There is a second problem in this arrangement. With any given teacher a child is usually subjected to that one teacher's point of view, and even when this teacher shows a film, it will usually be a film that fits in with their particular point of view. This can have positive consequences. If the teacher is a genius, children will learn a genial viewpoint. If the teacher's horizon be extremely narrow, they will usually recognize that there is more to reality than this viewpoint and thus learn in spite of their teacher. That which applies to viewpoints applies equally to ways of solving problems. The teacher presents one method of problem solving. If a child intuitively senses an alternative way they are usually put down. Related to this is a further problem. The way children learn differs enormously. Some like to learn bit by bit, gaining confidence as they go, and only subsequently learn about the bigger picture. Others need to have the framework explained first and having understood this they are then quite happy to learn the details involved, i.e., some are inductive, others are deductive by nature. Unfortunately these are differences that traditional teaching methods are usually unable to take into account. This paper proposes a new solution, starting from the insight that television and electronic media are potentially polyvalent and active by nature and can be used to create a new type of dynamic classroom.

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