| Sumario: | The article discusses the issues raised in the research paper "Teaching, Acting, and Behaving" by professor Thomas F. Green that was published in the Fall 1964 issue of the journal "Harvard Educational Review." The study distinguished between "norm-regarding" behavior and "habitual" behavior. In Green's lengthy discussion of the notion of learning a rule, he makes some questionable assertions. In talking about the learning of rules, he implicitly recognizes the ambiguity of the notion of learning by talking of (and thus discriminating between) learning that and learning to, a verbal sense of learning the rule and an active sense of learning the rule. It may be that the sense in which one has learned the rule as evidenced by his actions is merely that he has learned to obey the rule or to put it another way, learning to obey a rule is a kind of learning which stands alone. In terms of the ambiguity of the notion of learning Green presents another problem. He distinguishes between the active and verbal senses of having learned a rule or principle. It is an unduly stem and moralistic view which sees education as concerned primarily with obedience to rule. It seems to imply a stultifying devotion to the status quo, a deadening kind of conservatism. Yet the relation between thinking and acting is displayed as much in rebellion and in the invention of standards and rules of action as in obedience to those that already exist.
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