Abstract
M.Ed.
In this study it is shown that two dynamic forces exist in the
day to day practice of teaching and learning:
(a) The instructional effect of teaching and learning
The first dynamic force is the instructional effect of teaching
and learning. It is expressed as an action where the teacher
conveys to the learner crystallized knowledge, norms and
techniques which for centuries have developed in a particular
society.
(b) The nurturant effect of teaching and learning
The second dynamic force originates in the learner and his
budding potential. It is expressed as the will of the learner to
learn through his own effort and ability. This implies that the
learner will need opportunities to discover SUbject-matter for
himself and will require sufficient room for own initiative
without too much control from the teacher.
The dilemma the teacher now finds himself in is how to instruct
knowledge in a meaningful way without dampening the joy and flow
of individual discovery, inspiration and creativity. Should he
guide the learner towards a clearly formulated educational goal
or should the learner discover meaning for himself without much
interference from the teacher? In the study it was shown that a
lack of balance between these two forces will result in
verbalism, a superficial type of knowledge where pupils have
memorized knowledge without comprehension.