Interest and Learning

As an educator for twenty years and a General Educational Development (GED) program coordinator, Martin Odudukudu recognized a gap that exists between the efforts and objectives of teachers and their students. In Interest and Learning, he provides an in-depth study of this disconnection and invites readers to join him in coming up with sound solutions.  Lear more

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By Dr. M Odudukudu
​Light of Consciousness

In Light of Consciousness, the main subject of consideration is man and the condition and ground of his consciousness. Man adopts the faculty of time and space as instruments of his consciousness. The first chapters discuss about these two, as they play major roles in human understanding.

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In Thinking and Learning, we advance a theory of interest which says interest is neither about allowing students to do what they like nor about imposing tasks upon students. Rather, we point out that interest is about facilitating students to see advantage in relevant tasks. We attempt to define interest not in terms of tendencies students express when students sees and object and seeks to secure it; rather, we define interest in terms of tendencies a student expresses when he finds self in the midst of object/events, and student seeks advantage.   

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Other Goal and Task Teaching and Learning Books and Training and Materials

(1) GTTL Teachers' Manual       

2) GTTL Training Materials  

This book has the same focus as the common core learning standard; the emphasis of education here is upon how to meet the aspirations of employer, parents, educators and students. The focus is very promising; the focus is to transform educational efforts from emphasizing teaching students to pass tests to emphasizing teaching students to apply knowledge. We now know that a capacity to merely recall answers relates to the old traditional methods of teaching and learning, and that the capacity to think through problems and get answers relate to the progressive methods. We are also realizing that success in our educational efforts are grounded upon a clear understanding of student interest, and of how to integrate students' concerns with the subject matter.

​The good things about the Common Core Learning Standard (CCLS) is that the name is all-encompassing; it may refer to the common core of what students want; common core of what students are expected to know/learn, common core of knowledge in general. The CCLS is in this sense self-explanatory. What is difficult, however, is in aligning curricula with the CCLS. It is one thing to teach students about the importance of learning and/or how to write a report or solve algebraic equations; but it is quite another to teachers students to learn independently. A teacher may teach or even explain concepts well to students, but without facilitating students to develop interest in learning and to learn well independently, the task is only half done.