Content to Process

Content and process learning are described as two important and complementary ways of looking at the educational experience, and their relationship to the function of schooling in society is outlined. Educational experiences send out both explicit and implicit messages: the explicit ones are the ‘ official ’ concern of educators; the implicit ones refer to ’ unofficial ’ beliefs and values about society and the self. Process and content learnings are maximally beneficial when the implicit and explicit messages are compatible. Strategies of facilitating and of evaluating compatible content and process learnings are outlined. TWO KINDS OF LEARNING Educative learning may be categorized in many ways, but two are particularly relevant for contemporary educators. One way refers to the subject matter or content learned; the other upon what is happening to the learner, as a result of his learning activities. This distinction recalls the long-standing controversies between subject-centred and child-centred educators. It will be argued here, however, that these are not opposite, but complementary, aspects of learning