CHAPTER 10 Assumptions  TEACHING AS AN AMUSING ACTIVITY

FUNDAMENTAL ASSUMPTIONS

1. Television impairs a person's freedom to read, not by banning books but displacing them.

2. Book learning and traditional classroom learning is different from television learning.

3. What one learns is equally important as how one learns i.e. learning how to learn.

4. The educational philosophy embraced by television is self-contained,

5. The educational methodology embraced by television suggests that educators must tell stories, use visual imagery, and music .

6. The educational philosophy embraced by television eschews argument, discussion, reasoning, refutation, and the tools of rational discourse.

7. Teaching and learning are often intended to be amusing activities

8. Instructional development is often drive by the question why is television good for rather than what is education good for?

9. Thought the use of multi-media curriculum students may learn that learning should and ought to take the form of entertainment.

CHAPTER 10  Discussion Questions    
TEACHING AS AN AMUSING ACTIVITY

DISCUSSION QUESTIONS

1 .How is the orientation to learning promoted by the traditional classroom similar to and different from that promoted by television?

2. What is collateral learning?

3. How does an educational system based on the visual image be similar and different from a educational system based an the printed word?

4. Why can television be called a curriculum?

5. If television does embrace a philosophy of education what are the assumptions on which this philosophy are based?

6. Why is exposition? Why is it argued that television@as a educational methodology discourages exposition?

7. To what extent is the content of elementary and secondary school curriculum being influenced by television?

8. To what extent are methods employed in elementary and secondary school curriculum being influenced by television?

9. Does television carry its cognitive biases and social effects into the classroom?

10. Can the nature of television influence how we learn, what he think it is important to learn, and our expectations regarding what constitutes competent instruction.