Abstract
Relevance is an ill-used, slogan-like word which scholars eschew but which tertiary students persist in using as a criterion for success or failure of their classes. Those who would improve college instruction can facilitate student acceptance of their recommendation only by seeking to understand what relevance means to the learner, and by tailoring reforms to meet the learner's conceptions. Defining relevance as a kind of “goodness-of-fit” in teacher-student interaction, the author elucidates its cognitive, affective, and technological dimensions in the light of psychological research and theory. Students who demand relevance are asking for “meaningful” content which is appropriate to their developmental level and which is conveyed by media to which they naturally respond. The problems faced by teachers and curriculum planners include: (1) understanding the nature of the students' classroom experience; (2) designing curricula and instructional procedures which are congruent with, rather than antagonistic toward, the aspects of that experience which facilitate learning; and (3) finding ways of implementing those procedures within a system not easily turned from its traditional path. Specific suggestions for attaining relevance are made; but the strongest recommendation is for increased understanding of the meaning of the word relevance itself - a development which would bring vigor to an important word now vitiated by misuse.
Similar content being viewed by others
References
Ausubel, D. (1964). “Some Psychological Aspects of the Structure of Knowledge,” in S. Elam (ed.), Education and the Structure of Knowledge. Chicago: Rand McNally, pp. 221–262.
Ausubel, D. (1968). Educational Psychology: A Cognitive View. New York: Holt, Rinehart, and Winston.
Axelrod, J. (1970). “Teaching Styles in the Humanities,” in W. H. Morris, (ed.), Effective College Teaching. American Association of Higher Education: Washington, D.C.
Bilorusky, J. A. (1970). “Relevant to Whom?” Paper read at Western Psychological Association, Los Angeles, April 18.
Chickering, A. (1969), Education and Identity. San Francisco: Jossey-Bass.
Cogley, J. (1971). “The Great Escape,” The Center Magazine, IV: 5, September/October, p. 68.
Compayré, G. (1908). Herbart and Education by Instruction, quoted by Broudy, “Historic Examples of Teaching Method,”in N. Gage (1963), Handbook of Research on Teaching. Chicago: Rand McNally, p. 37.
Ericksen, S. E. (1962). “The Place of Thinking in an Ideal University,” American Psychologist. 17 (11).
Ericksen, S. (1970). “Learning Theory and the Teacher, 111, Defining Instructional Objectives,” Memo to the Faculty. CRLT, University of Michigan, No. 43, December.
Foshay, A. W. (1970). “Knowledge and the Structure of the Disciplines,” in C. Hass, K. Wiles, and J. Bordi, (eds.), Readings in Curriculum (2nd ed.). Boston: Allyn and Bacon, p. 301.
Gould, S. B. (1970). Today's Academic Condition. New York: McGraw-Hill.
Heider, F. (1958). The Psychology of Interpersonal Relations. New York: Wiley.
Keniston, K. (1970). “Youth as a Stage of Life,” The American Scholar (Fall). 39: 4, 631–54.
Kibler, R., et al. (1970). Behavioral Objectives and Instruction. Boston: Allyn and Bacon.
Laing, R. D. (1967). The Politics of Experience. New York: Ballantine Books.
Lesser, G. S. (1972). “The Experience of ‘Sesame Street’,” Harvard Educational Review, 42: 2, May.
Logan, C. (1972). “What Students and Faculty Read,” Change, 4: 4, May, pp. 10–11. pp. 10–11.
McLuhan, M. (1964). Understanding Media: The Extensions of Man. New York: Signet.
Maddi, S. R. (1968). “The Pursuit of Consistency and Variety,” in R. Abelson, et al. (eds.) Theories of Cognitive Consistency: A Sourcebook. Chicago: Rand McNally, pp. 267–274.
Maxwell, W. D. (1967). “Some Dimensions of Relevance,” AAUP Bulletin, 55: 3, Autumn, pp. 337–341.
Minahan, J. P. (1970). “Academic Relevance: A Preliminary Conceptual Analysis.” Unpublished paper. State University College at Buffalo.
Platt, J. (1970). Perception and Change. Ann Arbor: University of Michigan Press.
Popham, W. J., et al. (1969). Instructional Objectives. Chicago: Rand McNally.
Rogers, C. (1969). Freedom to Learn. Columbus, Ohio: Charles E. Merrill.
Sibler, J. R. (1971). “The Pollution of Time,” The Center Magazine. IV: 5, Sept.–Oct.
Watts, A. (1963). Psychotherapy: East and West. New York: Mentor.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Francis, J.B. Relevance in tertiary instruction: A psychological interpretation. High Educ 2, 325–341 (1973). https://doi.org/10.1007/BF00138808
Issue Date:
DOI: https://doi.org/10.1007/BF00138808