School Didactics And Learning: a school Didactic Model Framing An Analysis of Pedagogical Implication of Learning Theory

in principle
leads to learning, we have already noted
that this is not at all the case; a teacher may be teaching without being successful.
2
Further, only because
certain types of teaching are often followed by certain types of learning, this is still a probabilistic
relationship, not a causal one. Sometimes teaching does not lead to learning at all, and sometimes teaching
leads to learning something that was not intended.
Even though teaching may be unsuccessful, that is, even though teaching leads neither to intended
learning nor to any other kind of learning, we may ask whether teaching can result in things other than learning.
From an educational point of view it is interesting whether or not we agree that competence is possible to
FIG. 2.3. Learning as leading to competence.
FIG. 2.4. Learning as leading to competence and personality development.
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SCHOOL DIDACTICS AND LEARNING

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reach by means other than learning; as long as teaching is thought to facilitate learning (and nothing else),
then reaching the kind of knowledge that is possible to reach by learning becomes interesting from an
educational perspective. However, if teaching may also facilitate other means by which competence is
reached, then teaching must be understood not only in relation to learning but to these other means by which
competence is achieved. For example, biological maturation sometimes facilitates the attainment of
competence. If pedagogical practice aims at effecting such maturing, then it effects the attainment of
competence through a process that is not a learning process.
Concerning the second assumption above (proposition b), i.e. whether teaching is a 
necessary
element in
bringing about learning, the answer is simple—obviously not. Learning can perfectly well occur without
teaching, as most learning probably does (Terhart, 1989, p. 132). Consequently there are many things in
addition to teaching that may facilitate learning. And even if teaching were a necessary element in reaching
knowledge, as it may be in some cases, it could not be called a sufficient condition alone; a student has not
necessarily learned simply because a teacher has taught. Learning takes more than teaching.
On the question of whether something else than teaching may affect an individual’s learning process, the
answer is positive—a lot of things may affect the learning process. Here we will limit our attention to only
one such factor: the learner’s own intentional activity.
We must conclude that the assumptions explicated in the scheme above are not correct. We must
therefore complete it. Teaching may thus be unsuccessful, and other things than teaching may affect
learning. For example we must recognize the learner’s own intentions and study activity as a most crucial
factor when attempting to understand the teaching-learning process (see 
Fig. 2.6
).
THE RELATION BETWEEN STUDYING AND LEARNING
How should we understand the relation between learning and studying? First of all we may notice that every
student hopefully is a learner, but not all learners are students. Student comes from the verb to study, i.e.
refers to a conscious activity directed towards reaching competence. But is it possible to say that learning is
an activity in the same sense? Many would probably claim that learning and studying are synonymous, but
to me it seems that learning is something that hopefully happens when one consciously 
tries
to learn, i.e.
when one is studying. Studying is thus always conscious and intentional while learning is not necessarily
conscious. Learning therefore covers unintentional acquisition of compe tence; I may learn something while
simply walking down a street, i.e. without trying to learn. In other words, there is a dimension of passivity
in the term learning that cannot be found in connection with studying. Studying is thus an intentional
activity aimed at bringing about learning. Bereiter and Scardamalia (1989, p. 363) have used the expression
FIG. 2.5. Teaching as leading to learning.
FIG. 2.6. Teaching and study activity as leading to learning.
2. DIDACTICS AND THE TSL PROCESS
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intentional learning “to refer to cognitive processes that have learning as a goal rather than incidental
outcome”.
However, saying that “He