PRINCIPLE OF CONTEXT

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Flemming (1996)
A collection of data is not information.
A collection of information is not knowledge.
A collection of knowledge is not wisdom.
A collection of wisdom is not truth.
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Points to a number of observation related to
context development. Stresses the following:


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Information relates to description,
definition, or perspective (what, who,
when, where)
Knowledge comprises strategy, practice,
method, or approach (how)
Wisdom embodies principle, insight, moral
or archetype (why)
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Principles of context mean that
instruction can be effective if learning
takes place through situation and
circumstances that provide setting
materials for the process of learning
to go on.
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Principle of Context are Categorized
into Six Levels
Level 1
Context consists of the textbook only
Predominantly verbal
No problem-solving experience
Lacks dynamic appeal
Limited verbal responses to verbal stimuli
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Level 2
Context consists of textbook together with a
collateral/supplemental material
Wider context
More readings of expository
Advocates more extensive reading
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Level 3
Context consists of non-academic and
current materials (magazine articles,
newspaper clippings)
Concrete, specific, actual, and immediate
Reality vs. theories
Leads to extensive discussion
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Level 4
Context consists of multi-sensory aids
Effective when used as aid in learning
Related to contemplated learning
Ineffective if learner is passive
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Level 5
Context consists of demonstration and
presentation by the experts
Concrete setting
Learning beyond classroom setting
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Level 6
Field experiences: personal, social,
community understanding
Concrete, abundant, dynamic, readily
apprehended setting for learning
Goes beyond verbalization
Concrete and firsthand experiences
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