LEARNING FROM WISE MOTHER-NATURE OR BIG BROTHER INSTRUCTOR - THE WRONG CHOICE AS SEEN FROM AN EDUCATIONAL-PERSPECTIVE

Many psychological models of instruction trace their roots to cognitiv istic theories of cognitive development. Thus, they are primarily base d on data from young children or cross-cultural comparisons. However, the goal of instructional models is to provide a scientific basis for the reform of all schools in industrialized societies. This article qu estions the general thesis that students' deep understanding and flexi ble use of acquired knowledge require necessarily self-directed instru ction. It is argued that teacher-directed instruction can also facilit ate active student learning, and that such instruction can compensate for some of the disadvantages of self-directed instruction, which play s, of course, a crucial role in cognitive development and productive l earning.