Definition of Skill:

Skill as defined by Dr. Paul Heinberg in his paper, Morphology of Human Learning, University of Hawaii, Speech & Communication Dept.,1972.

Dr. Heinberg illustrates on a chart (see below) three levels of teaching, Cognitive, Behavioral, and Affective. Each of these variables are measured in terms of proficiency levels, Competence, Performance, and Skill.

Most teachers know about/understand (Cognitive) the communication process. They can explain it (Behavioral) and many study the subject in their free time and may even be able to turn others on to the subject (Affective). They also may be able create the illusion, or have agreement amongst friends and associates, that they are effective communicators (as with former President Reagan) and get great student evaluations (Behavioral & Performance).

However, what's missing in an education major's curriculum is a standard, an accurate objective measure of performance.
For example
: Even though education majors are aware of the consequences of deceit the vast majority of teachers have one or more significant* withholds with someone of significance.

The true measure of whether one has learned, says Dr. Heinberg, is whether you are skilled. There must be agreement in the community, or amongst educators, that you are planning and innovating to achieve some self specified environmental change. That you are effecting, through your communication skills, a social structure consistent with your integrity and intentions.

For education majors with teaching positions a desired performance is to be able to consistently communicate homework so as to cause all students to hand it in neatly and on time; the results reveal whether or not communication took place.

To paraphrase Werner Erhard, the founder of est (Erhard Seminars Training) and The Forum, there must be agreement in the community that you have demonstrated the ability to work outside of agreement, of what's accepted, and have implemented your innovations).

* "significant" meaning: If the thought were shared it would trigger upset, or anger, or worse. I.e. A lie or purposeful omission or deceit on their job application form, a high school cheating incident, dissatisfaction with sex with their partner, a thought of disrespect for a child or his/her parent. Such withholds serve as barriers to communicating subject matter.

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COGNITIVE storage of symbolic information accessing of symbolic information in achieving someone else's specified goal planning to achieve some self-specified environmental change
BEHAVIORAL ability to explain how an activity is performed or to experience it vicariously ability to perform a certain behavior to achieve an effect specified by someone else innovating some self-specified environmental change
AFFECTIVE private or public reporting of what one seeks or avoids in general and in specified situations preferences and avoidances revealed by real choices among alternatives that are presented ethics inferred from person's management of a social system that he planned, innovated and continuously modifies

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Last edited 2/19/17

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