ABOUT GOAL AND TASK THINKING
A student may learn for many years, but, yet, not have a chance to learn in a situation design to address his learning interests. Only after graduation, when one must face serious matters of life, does he/she then begin to find self in the midst of events of concern; think such events and about such events and to therefore yield to independently developed task format to extricate self; that is, express interest.
Accordingly, one who is in the midst of events, one who is thinking, is either thinking such events or thinking about such events: one is either in the midst of undetermined events or in the midst of predetermined events. For an event that is occurring for the first time, one thinks elements (pure not empirical concepts) of such an event in order to have a representations. If, on the other hand, one believes that something is wrong with what one already knows to be the case, one may also think to maintain a correct form. Thinking in these two instances are different.
The result of being in midst of pure events is that one strives to extricate self from the events; one thinks. The result of being in midst of events, of an objective/actual task situation, is that one strives to secure an advantage; one thinks. However, THINKING when in the midst of events and one must extricate self from the midst of events is not the same as thinking when one in the midst of events and one strives to secure an advantage represented; however, both thinking are connected.
In other words, thinking when one is in the midst of events is self thinking, and thinking when one is in an objective/actual task situation is objective thinking. The focus in expounding principles of Goal and Task Thinking Methods (GTTM), in addition to bringing increased awareness to the two forms of thinking, is to engage educator to explore this concept, develop awareness of related thinking types, and enhance instructional delivery methods and help students develop increased interest in learning.
CDOIL.
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