It is the function of pedagogy to identify inappropriate habits of acts, thought, and emotion, and to move a post-learning awareness back to a synchronic awareness, and even then to a pre-condition of subsequent behavior. Poor habits have consequences. Pedagogy is the art and science of behavior change to improve consequences for the learner. Habits are familiar old friends you take for granted. Changing habits affects the individual's confidence in doing what he or she has always done. Learning is uncomfortable, painful. No getting around that. The pedagogue must be hardy to withstand the heat, avoiding any harshness of tone.
Walter Ong has said that a relationship exists between the organization of knowledge and the attainment of knowledge through instruction. Textbooks contain the structures of knowledge and instructional guides to its acquisition.
What I present here through the diagrams of system analysis requires the interplay of teaching and learning. You must plug in the special substance of the field to be learned.
A system is a collection of functions. In any instructional system, the functions of teaching are delineated and applied to the knowledge to be learned. You may observe that my field of application is communication.
SYSTEMS ANALYSIS. "This term has many different meanings … [S]ystems analysis is an explicit formal inquiry carried out to help someone (referred to as the decision maker) identify a better course of action and make a better decision than he might otherwise have made. The characteristic attributes of a problem situation where systems analysis is called upon are complexity of the issue and uncertainty of the outcome of any course of action that might reasonably be taken. Systems analysis usually has some combination of the following: identification and re-identification) of objectives, constraints, and alternative courses of action; … presentation of the results in a comparative framework so that the decision maker can make an informed choice from among the alternatives. The typical use of systems analysis is to guide decisions on issues such as … educational systems."
(The source from Google was:
Educational Systems Analysis)
I am also mindful of the methods of Peter Ramus (Petrus Ramus, or Pierre de la Ramée, 1515-1572) which gave us the eponym "ramifications".
(In the same vein, I remember taking a great course in English grammar at Indiana University, in which we did nothing but parse and diagram sentences. Also, studying the German language had a transfer-of-training effect on studying systems analysis. Just so, an English novel course, reading one book a week for sixteen weeks, exposed me to some great writers of the English language, harnessing me to the poetics and rhetoric of a literary system.)
Generally, in the classroom, there is more teaching than learning going on. Outside the classroom, there may be more learning as a result of media, parent and peer-goup modeling than that from overt, direct, intentional didactics. Learning is going after what you want to know. (Ivan Illich) In the "going after" is the degree of energized behavior to be observed, a learner output. The higher the degree, the greater the motivation (energized behavior). Wendell Johnson said, "What motivates learning is not the commonplace but the unexpected and unexplained, which pique the curiosity and imagination." ("Who Discovered Discovery?" P.D.K., xlvii [Nov., 1966], p.123)
Students brimming with motivation require teachers packed with instructional acumen. Students empty of motivation require teachers packed with instructional acumen. In this context, the Biography of Natalie Bryant, A Case of Pedagogical and Professional Acumen (a student of mine at Texas Tech University many years ago) is testimony to that point.
[NOTE:The following layout of the pedagogical process within a system of education is set in a TIF image format. Simply open the TIF image with the default application and when finished, close the image to return to the next item on the list.]The inductive method provides exciting sequences that lead a learner to discover for him- or herself, which is a powerful form of reinforcement of responses. Bruner said the excitement is in the "discovery of regularities of previously unrecognized relations and similarities between ideas, with a resulting sense of self-confidence in one's abilities." (Process of Education, p.20.) The inductive precedure puts the teacher in a questioning, not lecturing mode.