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THE KNOWLEDGE-CENTRED PARADIGM   VS     THE PERSON-CENTRED PARADIGM

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THE KNOWLEDGE-CENTRED PARADIGM   VS     THE PERSON-CENTRED PARADIGM

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They are concerned with the process of learning, what student can do, and what the student can continue doing independently outside the classroom.

Contents and means of instruction are not specified.

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An interventionist or syllabus designer pre-selects the language to be taught.

The language is divide up into discrete items which are small units that can form the focus of instruction and testing.

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They believe that

✨ knowledge is the ability to orgaize thought, to interpret facts, and to act on them;

✨ learners are intrinsically interested and naturally inclined to explore their worlds;

✨ their main task is to set up dialogues in which learners reorganize their existing state of knowledge;

✨ learners already know a great deal and also have the ability to extend and refashion that knowledge.

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They believe that:

✨ there are distinctive disciplines such as science and foreign languages;

✨ there are very dinstic boundaries between these disciplines;

✨ the disciplines have "content" or "things to learn";

✨ there are appropriate standars of performance in each discipline;

✨ learners' performance can be evaluated according to the standars laid down by the discipline;

✨ the teacher's main task is to evaluate and correct learner's performance

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It counteracts the scientific, knowledge-centred paradigm and it is represented by phenomenology.

Phenomenologists seek to understand social behaviour by understanding the values, beliefs, motivations and perceptions of the participants.

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Series of planned steps leading towards more narrowly defined objectives at each level.

Subpart of the curriculum which is concerned with a specification of what units will be taught.

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Broad description of general goals involving consideration of the whole complex of philosophical, social and administrative factors which contribute to the planning of an educational program.

It is often reflective of national and political trends.

It is concerned with beliefs, values and theory.

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A set of correlative assumptions dealing with the nature of language teaching and learning.

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An overall plan for the orderly presentation of language material.

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This position claims that education is a social science, and it is concerned with discovering natural and universal laws that regulate and determine individual and social behaviour.

This view is associated with the doctrine of positivism; the view that all true knowledge is scientific.