of learning (Satterly, 1981).
Within this conceptualization, learning should take place experientially, not simply by rote. Corresponding with the psychological theories of Piaget and Erikson, different individuals "learn" in both different ways and at different rates. To simply magnify the confusion of new subject material by requiring rote memorization is a grave disservice to the student, and any potential intellectual development that he or she may incur. At the same time, since different stages of development necessarily require different conceptions of events, activities, and methodology, educational philosophy must address the differences within the structure of the learning environment as well as the similarities (Crain, 1980). Only in this way can one hope to allow students the freedom to experience learning, instead of simply mimicking the previous generation's methods of learning. Furthermore, class size and other practical considerations make the individual learning process even more vital for the next genera
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