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| Autor/in | Johnson, Rita |
|---|---|
| Titel | Resistance: A Precondition for Change. |
| Quelle | (1969), (13 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Educational Psychology; Learning Processes; Rejection (Psychology); Teaching Methods; Two Year Colleges |
| Abstract | The phenomenon of resistance to change takes several forms. When and whether it should be challenged or encouraged is discussed here. As anticipation of change from customary habits expectably produces anxiety, resistance is mainly protective. The learner may reveal his resistance to or rejection of a new idea by ignorance, doubt, or merely a feeling of inadequacy to deal with it. The initial expression is "arousal" behavior, a form of attention; when it reaches active resistance, it is regarded as a prerequisite to further learning. Otherwise, if the teacher challenges or dismisses this rejection, the desired learning of the new concept will likely be blocked. If however, the teacher shows that the objections are reasonable, understandable, and doubtless shared by others, the learner becomes receptive to persuasion, accepts the new idea, and acquires a broader outlook. The teacher must decide when or whether to increase the pressure for change, encourage further expression of objection, or remove the pressure. Resistance should be expected, accepted, even welcomed as a significant step in the learner's growth. Unless the forces operating against the change are exposed and examined, they may remain to undermine acceptance of new concepts, whereas, if the learner is encouraged to resist openly, he is more likely to become receptive to change. The author lists seven relevant questions on which further research is needed. (HH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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