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worldview do not align with the characteristics of the discipline, or the needs of practitioners,both discussed in Chapter 2.We can conclude that too simplistic an educational process is seen as detrimental to thedevelopment of competent REs: just as the creativity of the RE process is hampered, so toois the education of its proponents hampered by adherence to traditional learning models.Given that creativity is a component of RE, then it seems reasonable, as Aurum et al (2003)suggest, that students studying RE should be well versed in the importance of creativitywithin the software development process, and also be skilled in applying creativity-enhancingtechniques. The rationalisation of the domain and its education is justified:• smoothly incremental or evolutionary approach to the RE process equates well withtraditional learning theories and models the accepted convergent approach to problemsolving• learning approaches that involve critical thinking and reflection are a challenge to students:they expect to be taught formulaic and recognised methods that will allowthem to build successful systems. Banks (2003) even suggests an approach that requiresreflective and active questioning that challenges previously held beliefs may beinappropriate for undergraduate students• a reductionist approach is considered easier to understand/navigate.The RE-online discussions by practitioners, reported in Chapter 2, confirms that this argumentis used as justification, and that it is problematic for (novice) RE practitioners.However, the poor fit between the characteristics of the domain and those of the learningmodel (which produces an ‘incorrect’ learning environment) impacts on further learning and isespecially relevant in light of the noted inadequacy of formal education in training competentanalysts/designers (eg by Robillard (1999)).3.1 The process of knowingKnowing...is a term that delineates a person’s potential to act in a certain fashion(Barab et al, 2001, p 66)Theories of human cognition can be addressed at several levels: that of neural processes, thatof elementary information processes (eg, retrieval from memory, comparing simple symbols)or at the level of higher mental processes (such as problem solving, concept attainment).104