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
CHAPTER
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
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
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