The first chapter ('wetenschappelijke verantwoording' - academic justification) indicates the necessity for the model and the research method with which an object is approximated, to be of the same quality as the object itself. The consequences for this are elaborated in Chapter II, in which the model is developed and in Chapter III where a practice-situation is designed.
A model is developed, in an ideal-typical way, that reflects assessment in groups. The extensive empirical data on which this model is based are only used as an illustration. The model is characterized by polarity and rhythm.
The most striking polarity is that between cognition and choice. Cognition deals with insight; man wants to understand the world. Choice deals with decisions; man wants to change the world.
Cognition begins with a feeling of amazement, choice with a feeling of oppression. Insight comes as a result of clarifying facts through thinking about them. Decisions are connected with the goals that one wants to reach by certain routes. Between facts and thoughts on the one side, and goals and routes on the other, there seems to be the same polar relation as between cognition and choice.
Assessment can be described as a process of rhythm which is enacted between these poles.
Thus the model is in strong contrast with nearly all models of problem-solving and decision-making known in literature. These are built on the logic of thought and not on empirical data.
This model offers the possibility for extensive conversation- and problemtypology.
Naturally the process of assessment is influenced by the relations between the members of the group. This aspect, however, is not included in the study.
In Chapter III a design for a practice-situation is outlined in which people can work practically with this model. Definite insight into the nature of this process of learning and its methodical and didactic significance is given. In this section the model is translated for a practical situation of adult education, to test its effect on the people that use it.
In Chapter IV the experiences with two practice courses of a week are described. It seems, the model can be passed on to the group and can be learned by them. The 'life-process' character of the model was sensed and recognized by nearly everyone. There is an increase in the critical powers of observation of what takes place during assessment. Also, it seems possible to have some feeling of balance and rhythm between the poles during a conversation. To deal practically with the model requires abilities which probably arise during the week's course but which first must be developed further by one's own activity. In Chapter V it is pointed out what prospects this model has for group dynamics, the process of learning, co- operative bonds, development of organization and structures of society.
In the last chapter the author gives a biography of the study. He thinks it important to present not only the results of his study but also the process leading up to it and the motives it is based on. The introduction to this study deals with the relation between motive, process, and results.
|Qualification||Doctor of Philosophy|
|Award date||15 May 1974|
|Place of Publication||Wageningen|
|Publication status||Published - 1974|