Pragmatics of Learning and Teaching - Essay Example

The ability to break down the barriers of learning between school and real knowledge alters the abilities for children to learn and helps to createa cultural connection between the information that is needed. The school knowledge that is displayed is based on the textbook knowledge, understanding of facts and the ideologies of what is expected from specific theories. Real knowledge is what applies to the world and how this is associated with specific needs, such as being in the workplace or being in specific situations.

The scenarios that pertain to the real knowledge are easily combined with the factual knowledge to create a different association with the work and to create a deeper understanding of how students can apply the information to a given situation. The concept of teaching in real world context is one that is based on how to apply different concepts. This is inclusive of adding in anthropological field work, application to theories that are given in different scenarios or finding ways that the information pertains to everyday life.

This is furthered with the ability to create an interpretation in terms of culture and social orientation as well as finding ways to keep students connected to the information and work that is associated with the information that is given. The real teaching that is a part of the curriculum then creates a connection from students to the work that is done, specifically by providing a different sense of legitimacy and participation in terms of personal connection to the ideologies and theories that are offered in the classroom (Geertz, 1973).

The first way in which the school and real knowledge combine is with the understanding of documentation and assessment. In the school knowledge, there is an application of the textbook information, factual concepts and an understanding of theories that are associated with a given scenario. The assessment is what occurs with the real knowledge, which applies to how a student can take the knowledge and apply it to a given situation in real life. This is based on the understanding of what is available within the real world.

For instance, when looking at theories of psychology, a student can understand the theory, how it relates to history and what the mechanics are of a given theory. The theory then works when it is applied to a given situation, such as diagnosing someone with a given situation or working in an environment where the psychology can work to understand the mechanics of an individual. The student is able to create an assessment with the real knowledge that is based on the theories, allowing both to intertwine, instead of to remain separate with specific needs (Renaldi, 2006).

The pedagogy which is associated with creating real and school knowledge as a part of the curriculum is furthered with the understanding that there is the ability to create a different approach by collaborating the information. The ability for students to learn is not only based on the basic assessments that are a part of the theories and the textbook information that apply to the real world. To truly collaborate these specific concepts is also the need to combine this into a sense of curiosity and to create a deeper interest in the subject matter.

If real world knowledge is applied to a theory, then a student is more likely to create an understanding and deeper knowledge about the topic. Instead of remaining only curious in terms of memorization and passing the course, there is the ability to create a personal association with the topic matter. This is inclusive of cultural understanding, development of the social orientation and a way in which a student can develop the theories and knowledge for personal needs. By collaborating the topics, there is the ability for the curriculum to create a different component to the needs of each of the students (Tarr, 2010).

The main concept that the teacher has to associate with then becomes based on how to fill the gap between the real and school knowlege so students have an in depth understanding of what is associated with the world. The teacher is required first to fill the school knowledge which is developed in terms of helping a child to learn according to the curriculum, assessments and tests that are given to students during a given time. For teachers, this often becomes the main objective, which causes the gap of knowledge to continue to not be filled for the student.

To alter this, there is the need to create a different association with the student and the way in which the assessments are required in the classroom. The gap has to be fille by intertwining the information with the real knowledge while staying within the curriculum. This is based on the understanding of what needs to be filled in the curriculum with the real world knowledge that is a part of the curriculum. The result with filling this gap is then based on students having the capacity to apply the information while working toward the assessments and other components that are a part of the curriculum and requirements for the administrative agenda (Ayers, 2001).

The ability to work with students is one that creates a deeper understanding with the learning process and the knowledge which is associated with those who are learning a specific curriculum. The real knowledge that is a part of this is inclusive of assessments and applications that can be used in the work space and which can be applied to different associations in life. Combining this with the school knowledge, which consists of the theories and applications to the textbook is one which can help students to develop in a different manner while allowing them to create the right development in a given situation.

The result is the ability to have a stronger approach to the curriculum while helping students to understand and develop different ideologies from a deeper level that applies to their specific needs, social orientation and culture. The result is the ability to fill in a gap from the school curriculum in terms of understanding and depth of knowledge on any given subject matter for the students. References Renaldi, C. (2006). Documentation and assessment: What is the relationship? Dialogue with Reggio Emilia.

New York, NY: Routledge. (excerpt from pp. 61-73)  Tarr, P. (2010). Curiosity, curriculum and collaboration entwined: Reflections on pedagogical documentation. Canadian Children, 35(2), 10-14.  Ayers, W. (2001). To teach: The journey of a teacher. New York, NY: Teachers College  Press. (excerpt from Chapter 1)  Geertz, C. (1973). Thick description: Toward an interpretive theory of culture. The interpretation of cultures. New York, NY: Basic Books. (excerpt from pp. 3-30)