WHAT DOESNT HAPPEN IN TEACHING AND LEARNING

This paper, drawing on the philosophy of Karl Popper, outlines the tra nsmission theory of teaching, and argues that it reflects discredited ideas about learning and Knowledge. The transmission theory is critici sed in terms of its implied acceptance of theory-fi ee observation, le arning by an inductive process, and secure Knowledge. Popper's alterna tive theories of learning and the growth of Knowledge are discussed, a nd some of their implications for educational practice are outlined. R eaders who are in sympathy with the transmission theory are challenged to give an account of the processes involved, one not based on analog ies between people and inanimate objects las in the idea of 'deliverin g' a national curriculum).