Abstract
Abstract. The Question/Answer cycle is examined from the standpoint of critical theory. A structural and functional examination of it shows that the possibility of rational responses by students to the validity claims of teachers is excluded in principle. Typical patterns support a form of strategic action appropriately labelled ‘instructional action’ rather than the ‘educational action’ necessary for learning aimed at the learner's eventual autonomy.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
