Hunches are important to learning

THE EDITOR: In my letter of November 22, I asked that Ms O’Callaghan provide evidence of research that found student-centred teaching to be destructive, as she suggested on a TV6 town meeting. Ms O’Callaghan’s response (December 8, 2003) focused on a model of “child centred education” that encouraged students to revolt against institutional authority. This model is totally unrelated to the constructivist or student-centred teaching methods to which I referred. I am prepared to overlook this misunderstanding, however, I am disappointed when Ms O’Callaghan wrote disparagingly of my advocacy of “learning by hunch.”

What I wrote was, “In a student centred approach the teacher gives general guidance and support, and the students solve problems, inquire, experiment,  design and construct, to find meaning and understanding, as they test their hunches and correct their mistakes." After all a hunch is simply a hypothesis. In research we formulate hypotheses to express our hunches, but we do not stop there, we go further to collect and analyse evidence and carefully interpret the findings in order to add to the fund of knowledge. Therefore, hunches or hypotheses are important preliminaries in the search for knowledge. After all, someone had a hunch that the steelpan could be modified to produce music, others had hunches that vehicles could be designed to fly in the skies. In an authoritarian classroom there is no opportunity to test one’s hunches, one must only accept and receive what the teacher dispenses.

I believe that authoritarian teaching facilitates knowledge acquisition and simple recall and does not lead to meaningful learning. True learning occurs when students can apply knowledge, develop basic concepts, and modify experiences to match situational changes. When a student has learned, he or she is able to make critical assessments of issues and solve relevant problems. This level of learning cannot be achieved in an authoritarian teacher-centred classroom that stifles students’ curiosity and creativity. It can be achieved in a classroom where students are allowed to investigate, experiment and collaborate. Perhaps if we were to use more constructivist teaching methods in our schools, learning will become interesting, exciting and meaningful, and there will be less students turning to misbehaviour out of boredom.

DAVID SUBRAN
Chaguanas