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1.
INTRODUCTION
Throughout human history there have been a number of attempts to come to grips with the relationships between the events we observe and the meanings
we attach to these observations. Ever since Plato suggested that the essence
of Reality resided in the IDEA of the object, we have ranged the gammet of
possible suggestions about how we come to "know" our world. This present paper represents yet another attempt to illucidate this
substantial debt to the writings of Karl Popper and his followers, who have laid the. cornerstone for the "Constructionist" position I will enunciate.
with Chris Argyris and his fertile concept of "double-loop" learning has
prompted me to step forward. Another factor which prompts my boldness has
been that most of the writers I have read concerning issues in the philosophy
time seems to focus upon the content of the activity; the "What is to be taught?" issues. The issues I propose to address, as these translate from
the theory of knowledge I will be proposing are more concerned with the process
of education; the "How to teach?" issues.
wrong answers seem to be more educationally meaningful that the right ones. Such a contralogical finding has required considerable rethinking on my part,
and this paper is my attempt to share this thinking with others.
II.
It will
begin with a definition of the constructionist position and a brief explan ation of the central assumptions made within this position.
The second section will deal with the issue of the nature of
position.
The third part will deal with the nature of knowing from both the
historical and the constructionist perspective as well. My debt to the
I will
discuss the relative functions of the three primary sources for knowledge;
tradition, exploration and intuition. As an important part of the discussion
1 will conclude
symbol ic terms .
A. The Constructionist Position Defined.
4;
particularly startling.
knowledge about the true nature of the world in which we live is not available
to us.
provide some sort of meaningful structure to the otherwise confusing buzz of objects and events which surround us.
The major departures from some of the current thinking which this
position presents are in the assumed nature of the physical reality about
which we are learning, and in the way in which I formulate how this learning takes place. For a variety of reasons which I will discuss later. I describe the
In
that absolute truth does not exist with the educational implication that
teaching for "right" answers may be both futile and irrelevant.
The second assumption which is distinctive within this position is that the relationship between knowledge and reality is dependent in only one
direction, from reality to knowledge and not the other way. Knowledge,
It
accumulates by refinement as well as by disconfirmation, by the successful prediction of an event before it is demonstrated as well as by the failure to observe an expectation. In contrast to Popper, then, I take the position
contingent upon our ability to know in advance an established part of the total outcomes of an action by means of repeated demonstration of this
"error" in the sense of those parts of the outcome NOT explained. This approach has two advantages. First, we can determine precisely
which of two theories is "better" upon the bais of either the stability or
conclusion implies that the limitations upon human endeavour arise from lack
of knowledge rather than lack of possibilities. The educational implications
for this conclusion are that we should focus upon how knowledge is generated
in our instructional practice rather than (or at least in addition to) attending
to the transmission of what is already "known." We start from the known
and progress to the next level of the knowable concentrating upon the develop
ment of the knowledge extension skills rather than upon the known by itself.
However, these
proposals have tended to lack either the empirical basis, or the philosophical
basis or both which they needed for effective implementation.
B.
be trying to deal in absolutes while the scientist seem to prefer to surround his or her statements with hedging and conditionals. Of course the scientist
has used statistical procedures to achieve the findings being reported, which
demand conditional and probabilistic statements in the reporting and the philosopher is not encumbered by such constraints. In addition, philosophers
are usually more concerned with process than with product, while the scientist
starts, of necessity, with outcome.
There was a time, however, when the scienstist tended to talk in
absolute terms as well, although that time has been gone now for about a
century.
assuming an ABSOLUTE TRUTH may ultimately be available from scientific activity in a deterministic and closed reality.
made, it is not explicitly being stated.
With the advent of the discovery that the process of measurement introduced imprecision into observation, the search for absolutely definitive
results in science very quickly lost ground. As soon as statistical procedures
the precision of the resulting observations soon revealed that the then
current theories did not account for the totality of the observations. It was Darwin's evolution theory which was the first clear statement
of the possibility that a single process might produce more than a single
product. Such a possibility can only happen in a contingent environment. In
product.
kind of ice, each of which is contingent upon different temperature and pressure
conditions at the time of freezing.
is this latter concept, that observation interferes with an event, making the
event itself uncertain, which is the doorway between 19th Century Deterministic
Science and 20th Century probabilistic science.
began to realize that ABSOLUTE TRUTH may be inaccessable did not immediately
lead them to the conclusion that ABSOLUTE TRUTH might not exist! In fact, this
latter conclusion still may not be of common currency, even though certain
other
philosophy must deal is Church's Hypothesis which suggests that there may be
properties within any logical system, which can not be deduced from within
that system. Since this hypothesis can be related both to Popper's concept
I will return to it later.
In any event, the current interpretation of REALITY from the physical sciences seems to have two properties.
sense;" and second, it is "local."
By a "common sense" reality, we mean that it is:
1. 2.
Independent from MIND. Inferrable by abstraction from observation through. deductive/inductive reasoning,
and
3.
1.
and 2.
speed of 1i ght. The concept of independece from mind is related to whether or not
events occur because of our desires rather than or in addition to our actions.
The apparent
forms of force, mechanical, "strong", electromagnetic, gravitational, and "weak". The possibility that weaker forces, undetectable with current measurement tech
nology, may exist has not been given serious consideration.
The need for abstractive inference comes from the Uncertainty Principle. Our only available source for direct, information, according to this view, comes from observation. All other "knowledge" and specifically all MEANING
is a product of inference.
10
communication.
are not great enought to be conclusive. takes only about a half second.
speeds greater than light actually occur, then at least in this sense,
Typical of this sort of situation is the fact that we often need to look
in front of the source of the noise to see the jet aircraft. This
disappear and reappear rather than move directly across the interviening
space. In high energy experiments, sequences of changes sometimes would
These problems
are the leading edge of as yet unknown energy forms with velocities
higher than light.
existances.
and religious phenomena, which link the Universe into a single unit in the process of evolutionary transcendence, of itself.
If this latter possibility turns out to be the case, as seems
11
"miracles" would have been and would continue to be a natural part of this
reality. If reality is open, the possibilities may be unrestricted.
is to learn how to contact these forces and to use
them.
need to prove my convictions to use them in a philosophical sense in order to explore the consequences these assumptions may imply. Many aspects of the constructionist position can hold without invoking mysticism. On the other hand, this concept of openness is going
science) has been to explain how a thinker can escape the confining
constraints of any deductive system in order to discover "new knowledge."
Such an event is not logical, but there is no question about the fact
that it happens.
which exists outside of the confines of our "local" reality, then this
event is easily explained, if this ability, like singing, is a talent,
but can be learned to some extent by most people, then the implications of this possibility for education are tremendous.
Thus upon the basis of both logical considerations, that is,
the need to explain how it is possible for discovery sometimes to transcend logic, and upon "frontier" evidence which is admittedly open to alternative
Interpretation if not outright challenge, I can now present my "con structionist" view of "reality."
12
conception reported above are probably marginal, and in ordinary conditions represent "weak" forces which may not yet have been detected by current
instrumentation technology.
We can now,
the way in which meaning is derived from our attempts at the observation
of events. The distinction which needs to be made is between the actual
To illustrate this problem, let us consider ourselves sitting in front of our fireplace watching a log blazing away merrily. As we
enjoy the warmth and the dancing light patterns, we observe the flames swirling outward from the log to lick upward toward the chimney. Sparks
fly off as little glowing missies with a heart-warming pop and crackle.
Slowly the log diminishes in size, being reduced finally to a small pile
of 1i ght whi te ash.
13
and lighter.
oxidizes, which means that the end products of the burning of the log are
larger in volume (as invisible gasses in the atmosphere) and heavier in mass (since oxygen has been added to the original mass.)
If we realize that the popping and crackling and the flying
sparks are the result of the uneven vaporizarion of the irregular structure
These events
average person puts up their hands to protect their face, knocking the
volley-ball down, instead of stepping back in order to strike the ball
from below.
to achieve this improvement of performance the specific properties of the BETTER performance must be known, AND the appropriate teaching
The advent of the scientific revolution which produced the Industrial Revolution had its origins in the realization that appearances may be deceiving. Systematic observation designed to help researchers to
]k
interpretations has proven to be far more effective in the derivation of viable interpretations than the more commonly used direct interpretation
method. The discovery that "common wisdom" was often incorrect produced
It seemed that
The
the TRUE NATURE of reality might be revealed using these new methods.
The deductive model in use was binary (statements were either True or False). Hence it was tacitly assumed the science was in search of the
This tacit assumption was equivalent to assuming that Such was the status
"right" answers.
of science in the middle of the 19th Century when Darwin published his
The Origins of the Species. As already indicated, the evolution theory produced the surprising
result that a single process (natural selection) could produce more than
ments into how much metals expand with different amounts of heating
showed inconsistant irregularities. It was found that these patterns
15
This
people.
their distribution pattern closely approximated a new curve recently discovered by Gauss and which has since become known as the "normal"
From this point on, scientists have used the proceudres which arose from this finding to try to fit mathematical models to sets of
observations. The overall variability of the observations can be
is used. The amount that the
"explained variance".
model must also fit other experiments of the same sort fairly well too.
must also explain results from other experiments which may not be directly
related to these.
to predict outcomes not yet observed, but which occur nearly as expected
when the appropriate experiments are conducted.
16
The realisation
that the methods of verification were a critical element in interpretation led to the positivism movement. Even more recently, partly in reaction to
cultures among people but ran into problems with both the statistical
probability issues and with the sometimes sudden changes which have occured
when the history of a single culture is considered. The relativist
And the existientialists had difficulty separating the actual event from
17
event.
have universal application, but refutation was always complete and absolute
These events in the history of science have been both exceptional and
very powerful. A new philosophy of science, built upon disconfirmation
Popper and his followers seem to believe that they have resolved
the deductive-Inductive controversy as well because the disconfirmation
However, I disagree.
In order to
be tested, in the same way that all hypotheses are generated inductively.
What it does do is to remove the inductive overburden from the inter
confirmation approach speeds the process of finding the boundaried of the various subsets. Popper's model has not eliminated the need for
What it
18
1.
More than a dozen years ago I attempted to set up a mathematical model for the concept "experience." At that time I was not particularly
useful.
In this
section I will describe my ideas in words and in the next section I will
already proposed.
ways, some can transmit energies with greater or lesser efficiency (in the sense that efficient transmission involves low distortion)
others can reflect energies and still others absorb energies. Put more
19
and
event involves some form of change in the energy as it travels, and often
changes in objects occur as well,
We have
rolls
position, the first cause is the mechanical energy of the push from the
baby. In this case the ball receives a directional momentum which causes
The friction between the ball and the floor absorbs some
it to move.
of this momentum, and the result is that we observe the ball rolling
deformed by the impact, absorbing some of the energy and using the rest to recoil into its original shape. This recoil projects the ball into The forward momentum
carries it far enough that upon the second bounce it has further to fall.
With further to fall, the forward momentum has longer to work, so it may
miss the second step completely and bounce on the third. And so on to
20
equations.
If the direction and initial thrust upon the ball are precisely
known before-hand, the pathway can be fairly accurately calculated predicted. The further along the trajectory, the less accurate will be
spin and bounce which the champion billiards player uses to win.
Another important aspect of this issue is that changes in
by a ramp, the ball might not bounce in the vertical direction at all.
In fact,
scientists tend to write the physical properties of the actions and the objects into the contingency statement and then attempt to predict the
event from the contingency vector.
21
The fact
yet near absolute knowledge in any area, or it could mean that reality
is indeterminate. In this latter case, absolute verification is not
possible.
reality, since this endows meaning to the concept of relative verification without the complications of the requirements of "True-False" logic.
In addition to this, although disconfirmation is absolute for
the particular hypothesis tested, and this result may require a restate
ment of several other (and sometimes many other) hypotheses, the refuration does not di sconfi rm the variability already explained, although the results may lead to an alternative explanation. Instead, the new
not merely replaced with "new" theories, they are replaced with BETTER
theories.
22
A weak
theory will explain relatively ljttle variance and a strong theory will explain a good deal of the variance. As examples, I would cite'current
education theory, which explains about one fourth of the variance as a weak theory, and the oxidation/reduction theory for chemical reaction
as a strong theory in which nine tenths or more of the variance is
the average.
of the theory.
An efficient theory
The relationships betv/een two theories at the same level of abstraction will map at zero where they are unrelated, and positive for mutually exculsive hypotheses where these displace each other. Since
23
will apply within a rather confined zone in the lattice, with greater
applicability in its most powerful region and then fading off toward the
boundaries. Changes in the contingencies result, in many cases, in
for all events and not to account for all of the properties of *the events
which it does explain.
the one I believe Popper was trying to address with his insightful
suggestions, arises, because as a deduct iye system, the existing set of
To
It is possible,
from within the system to add support to it by showing that certain events
which have not been observed but should be are, in fact observed. The
in this
Ik
been used, but I would prefer to use the term "Intuition" for the subset
My reason
a vast area of human experience which does not qualify as being part of
our scientific knowledge. Many of these experiences are related to areas
where theory from science is weak or non-existant but which, none-the-less have their own propositional systems and degree of event support. In
general these systems seem to involve beliefs which have not been subjected
to the same rigorous testing as have the sceintifice propositions. It is
possible that some of them, particularly as related to the "psychic" may involve energy forms which are not detectable to recognizable levels
using current scientific instrumentation. There is no reason to suppose,
In most
of these cases the theory base is usually a very weak, often being only
The
25
theory being put forward here, such an attitude would not be an admissible
proposition.
since right and wrong (true and false) in any absolute sense does not
exist. In either case, once we have agreed that the measure of the
strength of a propisition is in the variability it explains, the rejoiner to either confrontation is to be asked to be shown a BETTER
alternat ive.
know how accurate this reality design may be using systematic testing procedures, the most powerful of which involve attempts at disconfirmation. Thus we solve the criteria problem by applying a relativistic criteria with known mathematical properties. This theory also proposes a solution
In-
26
!t may
have its own structural properties, some of which may already be known. With respect to the educational implication of the construction
ist position, a full treatment will be given in the last part of this
paper. It is sufficient to say here that the current practice of
exist.
hypothesis (h) in which a particular action (a) taken in the presence of a particular object (o) should produce a particular event (e) . These
hypotheses are at a level of direct linkage to observables, hence we
will consider them to be first order hypotheses. This relationship can
27
(2)
h :
m
f(a,o)--e
can either be derived from the verbal
m
statement of the
of the observations.
For several
reasons, including the fact that explained variance estimates may not
come from regression equations, I will use the symbol V for explained
vari ance.
(3)
h :
m
f(a3o)-*e; v
(k)
hl : f(ao)-*-exs v1
m
To begin with, it is
28
The strength of this theory will be the average (y) of the set
V, This value will be greater than zero and less than one, and its
relative maqnitude in this ranqe tell us how well the theory (h" o ) accounts o -> for the properties of the object o.
The set of explained variance {V) will have its own variance
(s
2
v
) which will tell us how close to the strength (v) the admissible
A large s
2
hypotheses {h) can be generated about the relationships among the more
specific theories at the second level of hypotheses. In this case,
mutually exclusive event systems can also be accommodated by using the symbol -V. These higher order meta-theories would be expected to integrate
29
relatively easy using statistical procedures since the tests for improve
ment involve tests of the comparative properties of the distributions of
V and V . The simplest tests would involve comparisons between means
(6)
Is vx>v and/or s
,<s
Better theories
In addition
(decision theory, fuzzy set theory, etc.) may be useful, and in so far
as their outcomes are different, may reflect differing properties of
meta-theori es.
30
It is at this point that the true power of Popper's position becomes evident. This statement can be made because his position seems
NEW knowledge which could not have been deduced from the map and which
will require its restructuring. It is this sort of knowledge which will
In this
This venture into the symbolic approach to the propositions of constructionist theory, seems both to clarify the concepts and to indicate
the ways in which this model might be useful for the explanation of the
generation of knowledge.
It would now be beneficial to present an illustration of how
31
to have in common.
He or she
asylums, the custodial role of the teacher will be greater than for any
other person engaged in social service. Finally, his or her role will
All of these features of schooling provide a curious mixture of autonomy and constraint to the teacher's position.
This perplexing situation has developed over thousands of years of tradition, with each new view of society injecting its own special
features, and each new advocacy group trying to hold the school accountable for the group's interests rather than those of the clients or the school
itself.
groups have either started their own schools, or have settled for the
teaching of the version of what is "right" which has been held by the dominant culture of the day. The school has been left with a greater
32
been the one single force to have the most profound effect upon the
content of schooling over this same time period. Strangely, however,
science has not had the same impact upon the process of schooling, to
account for this paradox, we need some historical perspective. A. Schooling from the 1.9th Century Viewpoint.
until the latter half of the 19th Century was that reality was both
deterministic and closed. This viewpoint was a carry-over from the
as revealing the Creation process, and the schools continued to use the Scriptures as the basic textbook. As the secularization of the schooling
process progressed, books other than the Scriptures and religious tracts
began to be used in the schools. As we might expect, these new materials
were treated in the same context as though their contents were Absolute
that the same slavish insistance upon precise recitation of content should continue into the use of these new materials. If God did not say the
answer in the book was RIGHT then Science said it was, so that in a
Building
33
The
idea
that a
learned was
who flocked from Europe in the closing decades of the last Century, and
the first decade of the present one, saw the absence of an hereditary
aristocracy in the presence of education as an opportunity for them to convert their children into a new aristocracy in this new land. For
this reason, trades training, which was seen as a route to the Middle
Class in Europe, was seen as a "second best" here. The Horatio Alger
version of the American Myth was that a person's ability to do was in herent, all he or she needed was an Academic education. Hence the measure
With the entry of the United States into the Great War, the
need to determine quickly and easily those people who might be officer
an ingeneous development.
thinking of the day.
barely out of the news at that time, and Watson was doing amazing things with his puzzle boxes. The Associationist theory was in its heyday. What
in place than to supply these in two parts, with the second part hidden
among a jumble of possibilities.
3'i
resort to "trial and error" and wou1d be expected to get the answer "correct" in this latter case by accident only. Except for the use of
For
the purposes for which these tests were intended, they worked amazingly
well. North America, always a lover of gadgets, was launched upon a new
was not reasized, and the convenience of these tests led to their
proliferation.
for scores on these tests to increase with age, and that careful construc
tion of these tests tended to lead to cross-sectiona1 score patterns which approximated the "normal" distribution. This latter observation
physics and were now doing amazing things toward a more scientific approach
to agriculture, could be applied in education as well.
From the fact that both achievement and intelligence seemed to
that learners should move through schooling at their own pace) was born.
The lower than desirable correlations between intelligence scores and
35
be expected from "common wisdom", seem to have any effect upon learning
outcomes. Similar negative results from special intervention programs,
for the number of years of teacher training, from the methods of teacher
training, and on and on. As all of this was going on, these "new" tests v/ere becoming
more and more ingenious, with methods for exploring very complex tasks
being devised.
What
ever we seem to be doing, we seem to have a very weak theory about the
educational process.
closed upon itself, and why it is necessary to step out-side of the system
to improve such a theory substantially. very clear. My research has made the culprit
The problem with our theory is that we are still using the
We assume that the right answers possess the only meaning, that
all wrong answers and some right answers are selected upon a "trial-anderror" basis, and since we do not know wh ich right answers were achieved
by "guessing", the total number of right answers will be more stable and,
36
these complex and powerful statistical procedures upon a data set (the
tota1-correct scores) which is constructed upon a set of invalid
assumpt ions.
fault with the few other people who tried, occasionally to challenge these
assumptions, most of them have been locked into the "True-False" logic
we are discussing in this paper and so they tried to modify the way we
achieve a TOTAL score, or when they tried to look at wrong answers as
independent (nominal) decisions events (as Darrell Bock did) the made
inappropriate selection of items to test their assuptions, inappropriate
so important.
if we choose material
representative of the "special case" than of the general situation, then we will not get conclusive results. V/ith each of us working on several
vealed has profound implications to education, to learning theory, and through learning theory to the philosophy of knowing.
C. The Constructionist Theory of Learning
for knowledge.
These are:
37
1.
Tradi 11 on
2.
Exploration
The essential
Its "strength" in the terms of this position Experience is not "denied" in this context, instead It may turn out that the traditional interIt
it needs to be explained.
also may turn out to have the status which led to the discovery of
digitalis. Beforehand we can not make a valid judgement, after the
scientific activity and for all other persuits of curiosity which might
reasonably be called "systematic." I will suggest that there are two
kinds of exploration.
1.
2.
These are:
Assimilat ion
Accommodation
I have borrowed these terms from Piaget because his model for
In the assimila
tion type of exploration, the reasoning is assumed to be essentially deductive, with little or no inductive or intuitive component. In its
simplest form the Plans for the TOTE (test operate test exit) suggested
38
not he nails it in place (operates) and then tried the observation test
again. If the desired condition is now satisfied, he goes on to the next
task (exits).
He can,
for instance, hit the nail once, if it did not go all the way, he will
hit it again, and so on. These smaller units form a series of internal
That
is, the TOTE units are recursive (repeated over and over on new data) and
are single looped. It is this kind of behaviour to which 1 believe
Argyris and Schon are referring when they talk about "single loop"
learni ng. Single loop behaviour will accomplish a vast number of tasks. It has a weakness, however. The operation step functions only upon a
very limited set of data, the observed mismatch between current status and goal. In this sense it is "se1f-sealing" in that it remains within
the deductive system and the perceptual system wherein it was formulated.
It will do the job it is intended to do within the V level of the establish
ed procedure.
Of course, in
The
39
Another similarity which strikes me is the procedure which decision theoriests refer to as "direct process" solutions. The best
Mismatch is
relatively easy to identify and the TOTE unit can be employed without the
need to reorganize these data, or otherwise requiring an intermediating step in the solution. A TOTE unit can be used to "discover" new knowledge when the
possibility to achieve this knowledge already exists within the perceptual/ deductive system into which the unit is embedded. More likely, however,
levels of error.
'10
process which becomes employed when the mismatch requires a change in the perceptual/deductive frame of reference being employed. He gave an
which was NOT part of the first perceptions from which the "mismatch"
this side-step is also a "loop" procedure which we can call a TIOTE unit,
with the "I" standing for this investigative side loop. Our carpenter
now wants to do more than drive nails, he wants to drive them faster,
more easily, and with less danger of wood bruising. So he looks into the
the
search for a
It should also be
product X, and dump the unwanted by-product Y into the sewer, our actions
own problem.
One the other hand process P1 might all but eliminate Y, or process P"
might produce by-product Y1 which itself has market value.
He did not, to my
"In the "decentration" example, a "new" perception at the first test step "drove" the consideration of alternatives by the actor. The self-sealing
property, however, would probably require that the side-step be "initiated"
by the actor.
kl
I may not
have presented a counter-proposal which will convince him and others of the need for this second process. In either case, I am indebted to his
trying to solve problems with technology for which they were not designed. Argyris and Schon have done this admirably in their development of the
concept, of a Model 0-1 learning system. In it they suggest that a "Win-
Lose Ethic" (in my terms operation upon the assumtion that a "right answer"
exists) combined with an "unwillingness to offend others" has tended to
stop the flow of information which is vital to the identification of the
tions) substantial problems seem to be occuring in areas of our lives where interdependences exist. The tendency of our assimilative behaviour to
coupled with our tendancy to hyper-concentrate under stress, and for the
ethic we live in to withhold vital information can easily be seen as the
source of such things as bureaucratic foul-ups.
'i3
It is within this context that I will now turn to my research into the
may fit "reality" and may be used to help us to find a "better way."
D. The Constructionist Theory Applied to Education.
As i have already indicated, current educational theory has shown itself to be weak by the standards put forward for a "good" theory
in our earlier discussion. What 1 now propose to do is to discuss my
I also indicated that the current scoring procedure for multiplechoice tests reflects the early Associationist position held by the
a more general theory, second, that there exists in the same observational
field a set of directly obervable data which has been overlooked because of the logic of the observational procedures in use, and third, that these
my secondary-school classrooms.
answers into the hand prepared tables for item analysis, as instructed
This change in
procedure was not merely fortuitous, since I made the change quite
deliberately upon the basis that I might get more information if the
This was
hk
While copying alternatives into my analysis sheets, I noticed that there sometimes seemed to be patterns for selection among these
"wrong" alternatives. Most typical is the pattern I called "clustered
segmentation."
people were arranged from low to high total score, I might get a string
of "A's" then a string of "D's" then a string of "B's" and finally the
over-lap from left to right among the members of these strings.'- Much
more common, of course, was to have three of the answers clustered in
this way and to have the fourth one mixed in, in what looked 1ike a
"random" pattern.
teacher, it was easy to recognize from their explanation that they had
In effect,
to identify why a learner was having problems, did not go unnoticed by the
school's administrators. education program. I was soon in charge of the school's special
kS
current theory.
"wrong" answers to help me to determine how they were learning than those
in the classes of my colleagues who were content to stay within tradition
and to evaluate learner progress solely upon the number of right answers
they gave.
"wrong" answers could be selected, when the basis for selection was
examined, for alternative reasons which were quite valid, but which DID NOT reflect upon the quality of the items in question. i also found
procedural errors, and a small amount of low level error like misreading.
The eye-opener, however, was the prospect that for those who were "over-
" I later began to use a "higher order" organization by observing the changes in frequency of the different types of procedural error, and used these data to sequence topics for instruction into a "developmental" order.
If6
support for the value of wrong answers was found in this same study when
I observed that the generalized quality of the reasoning which linked
several different (factorially common) wrong answers was not only internally
consistant within one group but replicated in another group to a level of
obtained V levels for the first time, which showed, perhaps, that the V
tests (one concurrent and the other delayed) I surpassed the 50 percent
^7
Wrong
answers were better predictors than right answers consistantly through out the study for all predictions and cross-validations. However, the
concurrent cross-validation, though still respectably higher than .25 was nowhere near the analytic result. Also the internal classification 1 had set up so carefully of Freshman classes of about 500 students using three separate administration
fell apart with the summer school (adult) group who were my subjects for
my final study. My examiners, for this and other reasons, raised the
legitimate question that 1 may have been processing the "noise" in the
system.
alternative explanation, particularly when also considering the fact that most of my cross-validations dropped by about one third of the explained
variance. The very kindest thing which could be said about these findings
One other finding worth noting, which was out of pattern to the
rest, was that when I arranged the right and wrong answers into a composite
hierarchy and used that to predict the achievement tests, although explained
variance was lower than for the rest of the study, efficiency was much
better.
The test I wrote for the college level was too difficult even for
define it.
48
their modes of age level of selection and then used a version of the
simplex to get a scale for the right and the wrong answers subtests in
combination. To my amazement, the scaling gave me an order which exactly
followed the age sequence, even though there were several subtests at more
than one age level so that the possibility of getting an exact distribution
Internal
consistancy estimates jumped from .76 for the right answers alone to .9*1
for combined answers. Using a non-linear prcedures of the plotting of
However, the most startling of the findings did not come from the statistical analyses, but from the logical analyses of the reasoning
developed analytically.
of "wrong" answers for this age group was the ways in which they interpreted the questions! The interpretations followed a pattern which was strongly
Many of the "wrong"
answers were actually CORRECT within the thought schema of the age groups
represented.
The second most powerful influence upon answer selection was the
h3
problems.
came
in a distant
findings with a different age group and a different test, it supported the possibility of an underlying curvi-1inearity, which would explain
On the other hand, for this age group, the focus of instruction
upon the basis of only a single study, even one which replicated the
principal finding of another study in this manner. Hence, I embarked
To conduct these confirmatory studies, Popper's suggestion of using contrasting theories was employed. The pattern which would be
expected for the Otis scoring procedures to be valid, was used as the
the single pathway model and the linear model was completely out of the
picture, showing only partial support from two out of 27 hypotheses.
As we can gather from these findings, and from the finding that
diversity increased with age, we have very interesting support for the
possibility that people design their own realities. These conclusions
are supported by the work of others from many areas of science, artificial
50
are also inferrable from these several sources, it seems reasonable that
the concept of a "right" answers in any absolute sense, at least within the present level of our knowledge should be abandoned in favour of a
There is another aspect of the overall pattern of the findings which needs comment. If we include Bock's findings with vocabular items,
become available from better procedures than I am now using, but at the
There may still be some diagnostic value in the "wrong" answers even in
this case. As we set items which are higher than the knowledge level of
51
It could be possible that the Otis prcedure not only has prevented
researchers from tapping more effective information sources, but it may
seems to have ignored the non-target behaviours in the same way that other
Association!sts have done, so that his efforts represent a refinement of existing theory rather than an improved theory. This self-sealing possibility for practice as well as theory
If
memorization is the circularly reinforced procedure in our schools, with "being right at all costs" the tacit operator in education, then the "win-
lose ethic" would have a powerful ally in the current schooling practice,
and people would be getting far less practice in accommodation and far more practice in assimilation than would be appropriate for healthy or
Having taught and having worked with teachers for a number of years now,
I have observed that teachers expect the tests to confirm the rank order of the class members which they have inferred from the day-to-day classroom responses. Teaching for "thinking" and measuring for "remembering" seems to produce incompatible orderings.
52
E.
properites of the two positions, and the reasons for these exceptionalities,
we may be able to generate an alternative interpretation which accounts
for much more of the situation. However, to do this we need to get the
two people communicating about the tacit assumptions they are making about
the situation.
can learn how to surface these tacit assumptions and to combine them, study them, test them. This approach can be generalized to accommodate alternative
communication skills, since to be able to explore concepts means that the learners need to be able to acquire concepts from print, pictures, tapes, etc,
because class time will be occupied in the working with concepts rather
53
"right" answers are more important than "wrong" ones below the age of 9
years. By helping teachers who are not already using "wrong" answers
diagnostically in these younger years to strengthen their teaching with this refinement of practce, we should have most learners reading fluently
to read should be for the fun of it and part of it could be encouraged by practicing the beginnings of these exploratory skills. Children tend to come to school very curious. Concentration
upon being right seems to discourage this curiousity by the age of 10.
Part of this discouragement comes from the teacher's need to have the
children sitting still while the "telling" the "reading" and the "filling
in the blanks" is going on. It is unfortunate, but the debilitating
force in our present system may be the needs of the present approach to
education to contain the energy of the young child to a level which the
teacher can tolerate and activities still be in full control of all of the diverse
in a classroom.
effect of turning them off, even though it takes many of them several years to achieve this effect.
I am not recommending that children be allowed to run wild. On
the other hand we are faced with a real choice along with this dilemma.
In learning to explore ideas with safety, children will also learn how to
control themselves. In learning how to learn from teacher dominated
by others.
must "be right", whereas the exploration of ideas can lead the child into the skills needed to GENERATE KNOWLEDGE; to try to "become better."
5h
lead to Model II learning as Argyris and Schon suggest is not yet certain.
Nor is it certain that the replacing of the "right-wrong" concept in
education with a "search for better answers" approach will reduce the
I have derived from several sources, but mostly from my research findings.
To begin with I have discovered that a fair number of the answers selected
on multiple-choice tests, which by current procedures are considered "wrong", are actually CORRECT. These paradoxical answers occur from
differences in interpretation between the test taker and the test maker.
These differences can arise from developmental patterns, cultural differences.
Within-group rivalry seems to be less characteristic of other "social animals" particularly among the primates than it appears to be among
humans. In this context acquisitiveness seems to be "instinctive" but its human off-shot of "win-lose" may be a learned behaviour.
55
Since these items do not show the typical patterns which are
charateristic of "poor items", the patterns found suggest that the use of these so-called "wrong answers" may represent a powerful alternative tech
about current scoring procedurs and produce the inference that the concept
that "right answers" as a singular viable goal for education may itself be
INVALID. *;
and other factors may prevent perfect predition, it is assumed that this
From these several sources, the underlying Reality was assumed to be 1ndeterminate. In this case, the knowledge we have can not be
absolute, and must be both relative and a construct built from the observati on
inferred and stated either as hypotheses when the observations are systematic
56
scientific "knowledge" has any less claim to being descriptive of experience, only that is has not been subjected to the same rigorous testing. Certain
of these experiences may not yet be testable because the necessary measure
ment technology is still missing.
It was also inferred from the tendency for the deductive structure
assumed to be generally inductive in nature and "intuition" when successful. The evidence from psychic events was taken to suggest that there may be
weak forces which may exceed the speed of light which serve to link remote
the concept has been formed and what to look for has been recognized.
A breakthrough in science was defined as an intuition which leads
narrows the range of the explained variance or both for the members of a
theory.
57
The two
processes were described as being "single loop" (TOTE) and "double loop"
(TIOTE).
Several examples of the related processes were given, most
Popper, and Argyris and Schbn were acknowledged as this is related to the
conclusions drawn herein. The current status of these several ideas seem to be that the
It has been general throughout history for major improvements in observational technology to be followed by corresponding advances in the related
instrumental technologies. It remains to be seem whether these results
accrue.
the hypotheses derived from the educational context from which it has been
formulated. As a "better" meta-theory, it remains to be demonstrated that
To these
18
1
<x
111
%
I
I
CO
ph*OTod
kQIWRlERLY
Professor Jay Powell
July 2, 1980
I am sorry to inform you that your paper, "Toward the Application of the
Should you care to submit any further work, I will be glad to review it. Thank you for considering the FORUM.
Sincerely,
Marx W. Wartofsky
Editor