Towards a theory of instructional means

Abstract

This paper examines mental skills in general and literate, linguistic skills in particular, in terms of the means of instruction predominantly employed in formal schooling. It is argued that schooled uses of language and the forms of competence we call “intelligent” are in large part an unintended consequence of our reliance on literate means of instruction. The argument is supported by some experiments on instruction and on an examination of the cultural consequences of literacy. © 1976, Taylor & Francis Group, LLC. All rights reserved.