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If we approach teaching as communication, we immediately realize that the “speech act” of teaching is not simply information-passing (“Homer wrote The Iliad ) but is in fact a dissection and demonstration of a process, an epistemology, a way of knowing. As such, the model of communication (sender-code-medium-static-receiver-decoding, etc.) serves to construct and correct teaching methodology; in the lecture style, for example, the teacher must organize the information in a way that accommodates the receiver/student’s methods of retaining knowledge and, more importantly, the student’s methods of organizing the information into abstract concepts. Teaching takes on a long-range, permanent importance in the student’s life, and the communication must be of the first grade.
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