Abstract
This study develops a hard systems model for learning that differs from traditional or intuitive models. Research in educational psychology and cognitive science provides the basis for the model. The paper also presents a traditional soft system view of the craft of teaching. Perception, memory, and concept formation are presented as the essential ingredients for effective learning. The systems models for learning and teaching are defined and contrasted, and instructional implications are discussed. Agricultural educators teach; they train prospective teachers, and they offer inservice to practicing teachers. This is education. These educators have historically spent the majority of their research and instructional time studying and teaching the craft of teaching. University professors, who may or may not have had any formal teacher training, practice the craft of teaching. This paper presents a review that moves toward a scientific basis for the craft of teaching.
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