Efficiency and Innovation in Transfer

Abstract

Main Point(s): This article really focused on transfer of knowledge to other settings. Examines Sequestered Problem Solving (SPS)-based on direct application views of transfer- vs. Preparation for Future Learning (PFL). Broudy (1977) uses three kinds of knowledge- replicative, applicative, and interpretive. Interpretive knowledge points to other forms of knowing involved in transfer, but is unlikely to reveal themselves in SPS assessments. Broudy also sees interpretive knowing as a way to analyze seeds for new learning, rather than on direct application. We then look at efficiency vs. innovation. Efficiency may be useful in helping people adapt optimally and should not be completely disregarded. However, we have fallen into an efficiency trap of teaching routines for thinking and problem solving.