between the inputs of instructor and those of the learner." This reconception of distance transformed how t... n and dialogic dimensions of learning, and to the learner's role in managing his or her own experience. TDT... extent to which a programme can accommodate each learner's individual needs in terms of objectives, strate... ality and extent of two-way communication between learner and teacher, each contributing and building on th
s account of the relationship between teacher and learner, articulated most fully in //On the Teacher// (//... uman teacher can actually transmit knowledge to a learner. Words and signs — the instruments of teaching — ... ne mind to another; they serve only to direct the learner's attention toward things the learner must grasp through their own interior act of understanding. The true
r in groups of students. The **meaning-directed** learner employs deep processing strategies (relating, str... the subject matter. The **reproduction-directed** learner focuses on memorisation and rehearsal of the deta... assing examinations. The **application-directed** learner combines deep processing with a practical orienta... iented conception of learning. The **undirected** learner shows low scores on both processing and self-regu
, Aquinas argues that knowledge exists within the learner as a natural capacity — an "active potency" — that can be activated either by the learner's own inquiry or by an appropriately skilled exte... struction, assists the natural development of the learner's rational capacity. This resolution of the theol...
To explain the relationship between teacher and learner, Aquinas employs a medical analogy that has prove
des calibrated, contingent support that enables a learner to accomplish a task she could not manage indepen... ressively withdrawn as competence grows until the learner can perform independently. The more knowledgeable... — carefully structured so that the more advanced learner provides genuine challenge and the less advanced learner is genuinely stretched — is one of the most power
de Hostos argued that education must draw out the learner's innate cognitive capacity through scientific method and logic rather than filling the learner as a vessel — an anticipation of what Paulo Freir... ensation, perception, and imagination whether the learner is conscious of it or not.
**2. Induction:** mor... ional-justice research on school funding, English-learner policy, the school-to-prison nexus, the abolition
rior knowledge, attitudes, and experiences that a learner brings to any new encounter he called the "apperc... nciple that instruction must begin from where the learner already is — connecting new knowledge to existing... ate sequencing that respects the structure of the learner's mind — remains sound.
==== Moral Formation as
ould be. First, he insisted on the freedom of the learner — freedom from rote memorisation, from fear, from... e held that education must sustain and deepen the learner's kinship with the natural world. Santiniketan wa... shes rather than cultivates the inner life of the learner is, for Tagore, a form of spiritual violence. The
r that respects the developing rationality of the learner, and that brings about a cognitively transformed,... fic competencies without necessarily engaging the learner's critical understanding), from instruction (whic... information without necessarily transforming the learner's values and commitments), and from indoctrinatio
steps and provide immediate feedback based on the learner's responses. Skinner believed that this approach ... ware programs, which adapt responses based on the learner's behaviors. This concept can be positioned as th
e — the "collective mindedness" — from which each learner draws in developing their own rational autonomy. ... or learning that is rooted in the identity of the learner and oriented toward both self-realization and the
ransaction between the internal conditions of the learner — her interests, purposes, and prior learning — a... r own learning and that education must engage the learner's experience of the world, carries strong Deweyan
llaborative act, and any pedagogy that denies the learner's role as a subject rather than an object reprodu... es, and that authentic teaching must begin in the learner's own experience of the world rather than in a cu
doctrine has radical implications: it means that learner, teacher, knowledge, method, and context do not e... dge. If all phenomena — including the self of the learner, the knowledge being learned, and the relationshi
that initial education should be conducted in the learner's mother tongue — German rather than Latin — and ... stion of cultural identity and the dignity of the learner's native tongue.
==== Legacy: Precursor to Comen
