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Facts and Fantasies of Education. INSTITUTION Stanford Univ., Calif DOCUMENT RESUME ED 076 411 SE 015 992 AUTHOR Suppes, Patrick TITLE Facts and Fantasies of Education. INSTITUTION Stanford Univ., Calif. Inst. for Mathematical Studies in Social Science. REPORT NO TR-193 PUB DATE 18 Cct 72 NOTE 72p. H EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS Curriculum; Education; *Educational Theories; Elementary School Mathematics; Instruction; Mathematical Models; *Mathematics Education;Reading; *Research; *Research Methodology ABSTRACT The relevance of research to educational ideasis discussed in this paper. Generalways of organizing education in matters of theory, policy, or practice, andmethodology are the "fantasies" analyzed; the need for researchto produce the evidence that will convert these fantasies to fact isemphasized. A research example from elementary mathematics is brieflydiscussed, with technical details included in the appendix. (DT) C t r U S DEPARTMENT OF HEALTH EDUCATION & WELFARE OFFICE OF EDUCATION FitIS DOCUMENT HAS BEENRtPRC DUCED EXACTLV AS RECI,%.EVFRIIS! THE PERSON OR ORSANI:ATLOP.OFTt; INATINO 11 POINTS OF ;Am, q Oviti IONS STATED DO NOT NEI,:tt-A REPRESENT OFFICrAt OFFICE OFFM' CATION rosirron OR ?Over FACTS AND FANTASIES OF EDUCATION r BY PATRICK SUPPES TECHNICAL REPORT NO. 193 OCTOBER 18, 1972 PSYCHOLOGY & EDUCATIONSERIES INSTITUTE FOR MATHEMATICAL STUDIESIN THE SOCIAL SCIENCES STANFORD UNIVERSITY STANFORD, CALIFORNIA TEClitd I CAL REPUTS PSYCHOLOGY SERIES INSTITUTE FOR MATHEMATICAL STUDIES IN TriE SOCIAL SCIENCES (Piro of publication shown In parentheses; if published title If different from title of Technical Report, this is also shwa In parentheses.) (Fee meats no. I - 44, see Technical Report no. 125.) 50 R. C. Atkinson and R. C. Calf**. Mathematical teaming theory. Jewry 2, 1%3. (In B. B.Walton BEd.), Scientific Psydselogy. New York: Basic Books, Inc., 1965. Pp. 254-275) 51 P. Stews, E. &ethers, and R. Welt. ApplIcation of mathematical learning Cheery andlinguistic analysis to vowel phoneme metchLi In Russian words. December 28, 1962. 52 R. C. Atkins n, R. Cairo, G. Selmer, W. Jeffrey and R. Shoemaker. A test of thee models fersundae compsunding with children. hoary 29, 1963. U. m. Psydel., 1964, 67, 52-58) 53 E. Credos. Central Marker models for leonine with inter-trial forgetting. April 8, 1963. 54 J. L. *AM and R. C. Minim. Choice beerier and reward structure. May 24, 1963. Usenetmeth. Psychot., 1964,1,170-203/ 55 R. E. Robinson. A set-theoretical apereach to empirical amaningfulness ofneasinment statements. June 10, 1963. 56 E. Credos, R. Weir and P. Palmer. The role of trans -Iption in the laming of the etheemehkrepreontaUons of Russian somult. Jose 17, 1963. 57 P. Suppe. Problems of optiodzatien In lemming a :1st of simple items. Jay 22, 1963.(In Monerd W. Shelly, II and Glenn L. Bryon (Eds.), Human Joigerents and Optimality. New Yid: Wiley. 1964. Pp. 11426) 58 R. C. Atkinson and E. J. Colliers. Theoretical nett: all-er-nene laming and interwialforgetting. July 24, 1963. b9 R. C. Calks. Leortorm behivier of rats War probabilistic reinforcement schedules.October 1, 1963. 60 R. C. Atinsen and E. J. Cation. Tuts of acquisiUm and retention, axioms for paired-associatelearning. Orlrber 25,1963. (A careerism of paked-asseciate lemming medals laving different acquisition and retention axioms, J. with. Psychol.,1964, I, 285-315/ "61 "W. J. McGill and J. Gibbon. The gental-gewsna distribution andreaction tines. lieveZer 20,1%3. U. meth. Psychel.,1945,11-181 62 M. F. Nermen.. Incremental looming in random trials. December 9,1963. (J.math. Psychd., 1964, 356-359 63 P. Sops. The devalomere of nethertical concepts In deters. February 25,1964. (On the balmiestfoundations of Illathseetkal ping.03. Monographs of the Society for Retouch in Child Development, 1965, 30, 60-96) 64 P. Slopes. Mathontical concept fwastien in children. "Aril 10,1964. (Ar/. ts.a...thelsoist,.1966,21,139 -150) 65 R. C. Wee, R. C. Atkinson, and T. Shelton, Jr. Mademetkal models for t Aid leansio. Arrest 21,1VM.On N. Winner and J. P. Sehode (Eds.), Cybernetics of the Nervous 5 erne Progress in Oren Rooth. Ansterdem, The Netherlands: ElsevierPublishing Co., 1965. Pp. 333-349) 66 L. Keller, M. Cate, C. J. &eke, and W. K. Estes. Piked associate learning with differential remands.Avert 20,1964. (Reward and informetion %Woes of trial McGarr in paired associate learning. (Psychol. 1965, 79, I-20 67 M. F. Ninon. A probabilistic model for free-respendine. December 14,1964. 68 W. K. Estes and H. A. Teen. Visual defection In relation to display size and redundancy of titledelements. JIMerf 25, 1965, Revised 7-145. (Perception and Psycho/T.1o, 1966,1, 9-16) 69 -e P. Suppes and J. Donis. Feu dation' of sUmulus-sampling theory far continuous-timepreasen. Feet:wry 9,1965. U. Mel. 1967, 4; 202-2251 70 R. C. Atkinson and R. A. Molds. A learning medal frr forod-choice detection experiments. February 10,1965.(Br. J. moth stet. Psydsel., 1965, 18, 184-206) 71 E. J. Crothars. Presentation orders for Items from different categories. March 10, 1965. 72 P. &One, G. Green, end M. ScMarRey. Some models for response leanly In palled-essoclates learning. May 5,1%5: U. loth. Psych:el., 1966, 3, 99-128) 73 M. V. Levine. The penalization feocUon In the probability learning experiment. June 3,1965. 74 0. Hawn and T. S. Raton. -M toleration of psycbolinguisUc wits In Initial reading. July 6,1965. 75 B. C. Arnold. A correlated ern-scheme bra conUntram of responses. July 20, 1965. 76 C. Iowa and W. K. Estes. Reinfercement-teet sequencespaired-mocha learning. August I, :965. (Psychl. Reports, 1966, 18, 879:919) 77 S. L. Mohan. Pattern disalminsUon learning with Rhesus monkeys. September I, 1%S. (Psycho!. Reports,1966, 19, 311-321) 78 J. L. Phillips and R. C. Atkinson. The effects of display site on short -tam memory. August 31,1965. 79 R. C. Atkinson and R. M. SMffrin. MatherretIcal models for memory and limning. Stotenbar 20,1965. 80 P. Steppes. The psychological foundetions of awitheamUcs. October 25, 1965. (ColloteelInumetIonaux du Contra National SS la Reshsmhs Seent1114*. Editions du Centre National de la Richer.* Sc)iontifiero. Paris:1967. Pp. 213 -242) 81 .P. Sows. Computer - assisted Instruction In the schools: potentialitioi. problems, prospects. Mao 29.1 %5. 82 R. A. Kinchia, J. Townsend, J. Yeliott, Jr., and R. C. Atkinson. I,ffuence of correlated visualcues on auditory signal detection. November 2, 1965. (Perception and PsYchookOks, 1966, 1, 6743) 83 P. Sumo, M. Semen, and G. Green. Arithmetic drills and review on a cemputer-based teletype. Hoverter 5,1965.(Arithmetic Teacher, April 1966, 303-309. 84 P. Suppes and L Nylon. Concept horning with non-verbal geometrical stimuli.November 15, 1968. as P. Helland. A variation enlhe minimum chi-square test. U. math. Psycho.. 1967, 3? 377-4131. 86 P. Sores. Accelerated prowess In elementary-school mmthenstics the second yew. Noveeber 22, 1965. (Psychology in the Schools. 1966, 3, 294-307) 87 P. Linemen and F. einferd. Logic as a dish:teal game. Nemsdrer 29, 1965. 88 L. Keller, W. 5.41smoon, J. R. Tweedy, and R. C. Atkinson. TM effects of redo:tore interval 'on the acoutstual d otimed-essockie meows. December 10,1965. (J. Psychal., 1%7, 73, 268 -277) 89 J. I. Witt, Jr. Sore effects on nenriningent success In lees nrebabilicy kerning. December 15,1 %5. 90 P. Supees and G. Green. SIM carting models for Hot-made pert isms data on sine,* addition facts. Jarman/14, 1966.tin J. M. Scotto (Ed.), Research in MethereaUcs Education. Washington, D. C.: NCTM, 1967. Pp. 35-43, 91 P. Suppes. Inferestion /recessing and choke Nitwit. Jarmo 31,1566. 92 G. Green and R. C. Atkinson.. Maids far optimizing the learning peon. February 11, 1966. (Psychol. Bulletin, 1966, 66, 309-320) 93 R_ . C. Atkinson aid D. Hanson. Coreeter-assisted instruction In initia risible: Stanford project. Mirth 17, 1966. Minding Rematch Guldedy, 1966. 2, 3 -25) 94 P. Suits. Probabilistic inference and the concept of total evidence. Minh 23,1966. On J. Hintikka and P. Soros (Ed.,), Aspects of Inductive Arestenleme Nort h-Mallard PsellsMng Co., 1966. Pp. 4945. 95 P. Suppes. The aileanUc tithed in high- school mothenstks. Anil 12, 1966. (The Role of Mitotic, and Problem Solving in Mathematics. The Conference Board of the Methentatical Sciences, Washington, 0. C. Ginn and Co., 1966. Pp. 69-76. (Continued on iniide back cared r-4 \ X) ON- Q FACTS AND FAETASIES OF EDUCATION LLJ by Patrick Suppes TECHNICAL REPORT NO. 193 October 18, 1972 PSYCHOLOGY AND EDUCATION SERIES This paper is the author's address to the American Educational Research Association as recipient of the 1971 Meritorious Researcher Award conferred jointly by Phi Delta Kappa and the American Educational Research Association.It will be published separately by Phi Delta Kappa. INSTITUTE FOR MATHEMATICAL STUDIES IN T SOCIAL SCIENCES STANFORDUNIVERSITY STANFORD, CALIFORNIA Facts and Fantasies of Education Patrick Suppes Stanford University 1. Introduction The text for my sermon today is theclosing paragraph of Hume's Enquiries Concerning Human Understanding. When we run over libraries, persuadedof these principles (Hume's principles of the understanding),what havoc must we make? If we take in our handany volume; of divinity or school metaphysics, for instance; letus ask, Does it contain any abstract reasoning concerning quantityor number? No. Does it contain any experimental reasoningconcerning matter of fact and existence? No. Commit it then to the flames: for it can contain nothing but sophistryand illusion. Hume would be the first to admit thatwe are all entitled to our fantasies, but he would also insist that we recognize them as the fantasies theyare. To reformulate his text, general ideasabout educational policy andprac- tice contain little but sophistry andillusion, unless they can be defended by abstract reasoning from some other accepted general principlesor be inferred in a definite manner from particularmatters of fact.
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