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Subjectivity may hinder the application of Kline's teaching framework in comparative contexts

Published online by Cambridge University Press:  08 June 2015

Lewis G. Dean  and
Rachel L. Kendal
Lewis G. Dean
Affiliation:
Centre for Social Learning and Cognitive Evolution, School of Psychology and Neuroscience, University of St Andrews, Fife, KY16 9JP, United Kingdom. lgd1@st-andrews.ac.ukwww.st-andrews.ac.uk/profile/lgd1
Rachel L. Kendal
Affiliation:
Centre for Coevolution of Biology and Culture, Department of Anthropology, Durham University, Durham DH1 3LE, United Kingdom. rachel.kendal@durham.ac.ukwww.dur.ac.uk/research/directory/staff/?mode=staff&id=5444
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Abstract

We welcome Kline's attempt to develop an overarching framework to allow much needed collaboration between fields in the study of teaching. While we see much utility in this enterprise, we are concerned that there is too much focus on the behavior of the teacher, without examining results or costs, and the categories within the framework are not sufficiently distinct.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 38 , 2015 , e38
Copyright
Copyright © Cambridge University Press 2015 

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