Pedagogy has not yet found its Pasteur. Most instructional practices are motivated by a combination of folk psychology and a reference to tradition that leads to inconsistencies and potentially harmful recommendations. The reason folk psychology still functions as a foundation is that the sciences of learning are not as mature as could be hoped. What one finds is not one unified theory of learning but a multitude of theories on different levels of explanation—from learning in neurons to learning in groups of individuals.
The theories are often fragmented and far from complete, and they cover scattered application areas. In most cases, it is difficult to see how the theories can be made to work together for more general explanations and
recommendations. As a matter of fact, different theories sometimes result in conflicting recommendations. There are a lot of conflicts among researchers in the fields of learning, and they seem to have widely diverging visions of what learning really is.
The theories are often fragmented and far from complete, and they cover scattered application areas. In most cases, it is difficult to see how the theories can be made to work together for more general explanations and
recommendations. As a matter of fact, different theories sometimes result in conflicting recommendations. There are a lot of conflicts among researchers in the fields of learning, and they seem to have widely diverging visions of what learning really is.
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