The wall socket theory of learning

Eugene Bardach

Journal of Policy Analysis and Management, 1982, vol. 2, issue 4, 589-598

Abstract: Teachers of policy analysis lack a theory of how students actually learn. Applying “lessons” of general validity to specific circumstances is the essential skill to be mastered. It may be taught by emphasizing lessons of universal rather than conditional relevance, “coding” them so as to improve their memorability, and adjusting the codes to match the environmental cues that students are likely to encounter on the job. Because wall sockets are everywhere in the policy analyst's environment, they symbolize the ubiquitous cue that can help the analyst draw on the coded lessons.

Date: 1982
References: Add references at CitEc
Citations:

Downloads: (external link)
http://hdl.handle.net/10.2307/3323576 Link to full text; subscription required (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:wly:jpamgt:v:2:y:1982:i:4:p:589-598

DOI: 10.2307/3323576

Access Statistics for this article

More articles in Journal of Policy Analysis and Management from John Wiley & Sons, Ltd.
Bibliographic data for series maintained by Wiley Content Delivery ().