Who Needs What When: Design of Pluralistic Learning Environments

  • Martin L. Krovetz


Throughout the centuries theologians have argued about the one true religion, politicians have argued about the ideal form of government, and educators have argued about the best method of teaching. It is time that we acknowledged that, at least in the last situation, there is no “one best.” It seems to this author, as a social psychologist and a high school administrator, that it is just as ridiculous to assume that all students learn best in the same way as to assume that all people will behave in the same manner given a certain set of controlled circumstances. Social psychologists have turned to probability and statistics and hypothesize that more people will behave thusly in one environment than in another environment. In education this is not good enough. We should not say that since a majority of students appear to function adequately in the traditional school environment, we will assume that it is best for everyone. I personally would question the use of the word majority in this context, but that is not the point. The point is that schools must begin to offer a plurality of learning environments, allowing teachers and students to function in environments conducive to their personal teaching and learning styles. At the same time, research should be aimed at determining what variables create effective learning environments.


Internal Student Cognitive Style Personal Space Traditional School Twelfth Grader 


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Copyright information

© Plenum Press, New York 1977

Authors and Affiliations

  • Martin L. Krovetz
    • 1
  1. 1.Carmel High SchoolCarmelUSA

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