The brain/student is regarded as a "tabula rasa" or blank slate, on which experiences/teaching act to "sculpt" a functional brain/educated person. The educational need is for clear, organized, and appropriate "input".
It is recognized that the brain/student has, when they enter any given classroom, substantial pre-existing internal organization. Brains/students are different from one another internally, with distinctive abilities, expectations, and perspectives. The educational need is to create different forms of "clear, organized, and appropriate input", as needed for each student.
It is recognized that the brain/student has autonomous exploratory inclinations/capabilities. Outputs, along with expectations of resulting input, are internally generated; learning occurs as a result of comparisons between the expected and the actually experienced inputs. The educational need is to create environments within which brains/students can effectively and productively explore, with learning as the result.
Paul Grobstein, December, 2000
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