Evaluating Scheffler's view of the rational teaching model from the perspective of tacit knowledge

Scheffler examines the relationship between reason and teaching to design philosophical models of teaching. He analyzed three models under the titles of influence, insight, and rule. He evaluated their weaknesses and strengths. His main thesis on education is the concept of a rational teaching model based on the special position of rationality and the development of theoretical and critical powers among students, which, along with a kind of respect for the judiciary and rational assessment of the reasons presented to the student. This attitude has been criticized largely based on a completely rational approach and in keeping with Scheffler's analytical approach to the philosophy of education. The study examines the dimensions of Scheffler's theory of the relationship between rationality and teaching through conceptual analysis. The purpose of this study is to analyze and critique Scheffler's perspective from the perspective of tacit knowledge and to suggest a tacit teaching model as an alternative model. The research finding indicates that the rational model of teaching based on cognitive powers has adopted a one-dimensional approach to student education. In contrast, the implicit teaching model, with its contextual and paradigmatic nature, instead of the knowledge of propositions and textbooks, through intuitive understanding and use of implicit language, causes familiarity with values and creates a sense of empathy between teacher and student.