AN INTRODUCTION TO THE FIT-C MODEL: A TRIADIC MODEL


AS A TAXONOMICAL FRAMEWORK OF CONTEXT IN EDUCATION


by


Jacques Christiaan du Plessis



Copyright © Jacques C. du Plessis, 2002

All Rights Reserved

 


CONTENTS

 

GLOSSARY OF TERMS

 

Abstract

 

CHAPTER

I          THE PROBLEM

Introduction

A Problem — Phenomenon or Phenomena?

A Problem — A Descriptive Map to Contextualize Education

A Definition of Education

Intentional versus Incidental Learning

Formal Versus Nonformal Learning

 

II         HOW HAVE OTHER SCHOLARS DEFINED EDUCATIONAL OBJECTIVES?

Liberal Arts

Beyond Intellect — Character Education

Utilitarian Education

Holistic or Whole-Person Education

The Scientific Approach

The -isms

Bloom’s Taxonomy

Synthesis

The Big Picture of Educational Objectives

The Two Domains Omitted by Bloom’s Taxonomy

The socio-communicative domain

The conative domain

The Five Domains of Human Faculties

 

III        THE FIT MODEL: THE THREE DOMAINS OF EDUCATIONAL OBJECTIVES

Introduction

Background

The Term Fundamentals

The Term Instructions

The Term Teachings

Interrelatedness Between the Three Domains

Terminology

Teacher and Instructor

Problem and Challenge

Conclusion

 

IV       THE CC MODEL, A MODEL OF CORE COMPONENTS OF EDUCATION

Why the word component?

Identifying the Core Components

Core Component One: Community

The Learning Community and the Personal Support Community

The Learning Community

The Personal Support Community

Community and Support

Cognitive support

Affective support

Physical support

Communicative support

Conative support

Philosophical Parallels to These Two Communities

Gemeinschaft

Gesellschaft

Core Component Two: Agenda

Core Component Three: Content

The Role of Content in the Core Components

Quality

Examples of technical adequacy (quality) in spoken language

Examples of technical adequacy (quality) in written language

Validity

Objective-centered Content

Human-centered Content

The Senses: Linguistic and Nonlinguistic Data

Art Versus Instruction: An Impression Focus Versus a Knowledge Focus

Core Component Four: Presentment

How do presentment and verification relate to sending and receiving?

Why the term presentment, rather than presentation?

Presentment

Presentation

Tell

Show

Feedback

Pressure

Support

Fertilizing

Pruning

Core Component Five: Verification

Self-verification

Formal Verification

Synopsis

 

V         THE FIT-C MODEL: THE CC MODEL AS IT IS APPLIED TO FUNDAMENTALS, INSTRUCTIONS, AND TEACHINGS

Introduction

The Essence of the Three Domains of the FIT model

Ability to Master

Objectives within Each Domain

Core Component One: Community

Community for Fundamentals

Community for Instructions

Community for Teachings

Core Component Two: Agenda

Agenda for Fundamentals

Agenda for Instructions

Agenda for Teachings

Core Component Three: Content

Content for Fundamentals

Content for Instructions

Content for Teachings

Core Component Four: Presentment

Presentation

Support

Presentment for Fundamentals

Presentment for Instructions

Presentment for Teachings

Core Component Five: Verification

Verification for Fundamentals

Verification for Instructions

Verification for Teachings

Conclusion

 

VI       CASE STUDIES AND CONCLUSION

Taking Stock

Theory One — Cognitive-Constructivist

Theory Two – Psychomotor

Theory Three — Values Education

Discussion of the Three Theories

Cognitive

Psychomotor

Affective

The Scenarios

Example One: The School Finishers

Example Two: Nazi Education

Example Three: The MBA Challenge

Example Four: The International Relations Class

Example Five: The Correctional Facility

Example Six: XML Training

Example Seven: The Liberal Arts Curriculum

Conclusion

Future Research

 

REFERENCES

 


LIST OF TABLES


1.         Dominant and Supportive Domains

2.         Contrasting the Focal Points of Education as Mentioned by Wiesel

3.         The Effect of the Absence of Any Component

4.         Variables to Determine the Legitimacy and Value of Currency Anywhere in the USA

5.         The Stages of Reception to Create Technical Adequacy, Moving from Data to Information

6.         Some Essential Variables Needed to Produce Successful Written Content

7.         Categorizing Different Mediation Environments for Both an Artistic and an Instructional Focus

8.         Comparing the Stages of Fitts’ Law with Romiszowski’s Stages of Psychomotor Development

9.         A Comparison of Each of the Tree Theories with the Fit-C Model




LIST OF FIGURES

 

1.         A detailed representation of the three domains of education with the culminating level of each

2.         A representation of the thereness or not of Fundamentals

3.         Representation of the expansion of the levels of skill development 

4.         Speaking — Writing: A progression from Fundamentals to a culmination in esthetic expressions of Instructions

5.         Some of the forces to counter balance in Teachings

6.         The components in communication as a foundation for the CC model

7.         Learner posture towards learning

8.         Written communicative examples from three girls, each two years apart

9.         Charting the emotional layering in communication

10.       Alternatives of presentation and verification

11.       Presentment — Its objective-centered and human-centered components

12.       The CC model with an elaboration of presentment

13.       The reciprocity of presentment and verification

14.       The CC model with an elaboration of verification