Seven Myths About Education

Christodoulou, Daisy

doi:10.4324/9781315797397

Cited by 91 publications

(47 citation statements)

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“…Evidence to support the claim that the progressivist view of education has become the dominant one in the educational discourse in the west and elsewhere in recent times exists in, e.g., Christodoulou 2014;Hirsch 2006;Kirschner, Sweller, & Clark 2006;Peal 2014;Schweisfurth 2013;Sweller, van Merrienboer, & Paas 1998. 2 In addition, it is clear that the majority of the recent government educational reform proposals in Thailand have had a strongly progressivist flavour, especially those deriving from the 'landmark' 1999 National Education Act, which mandated forms of pedagogy and related administrative structures aimed at creating a much more 'process-oriented' and 'delegated' educational system than hitherto.…”

Section: English Language Education In Thailandmentioning

confidence: 91%

Innovation in Language Learning and Teaching

2015

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Section: English Language Education In Thailandmentioning

confidence: 91%

Innovation in Language Learning and Teaching

2015

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“…Whilst Bruner (1961) acknowledges that student-centred learning has tremendous advantages, his cautionary note has been conveniently ignored: that discovery learning cannot take place without learners having been taught at least some basic knowledge of the subject. More recently, Mayer (2004) has highlighted research that shows unguided learning to be ineffective, and research by Christodoulou (2014a) found that 'discovery learning', as a student-centred departure from the learning of facts by rote, did not improve results in her research with secondary school students. Whilst Mayer (2004) acknowledges its value under certain conditions, he argues that a variety of student-led activities does not necessarily ensure understanding of a subject.…”

Section: Rationale For Postmodernist Constructivism In Fementioning

confidence: 94%

From medium to pedagogy: ‘fun and colourful’ lessons as a model for trainee teachers in further education colleges – questioning the postmodernist constructivist approach to classroom practice

Dziubinski

2015

Research in Post-Compulsory Education

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As a result of the 'fragmented and largely isolated traditions of pedagogy' in the vastly diverse further education (FE) sector, initial teacher training (ITT) courses have been difficult to design and implement. Nevertheless, the historical requirement for FE teachers to possess a teaching qualification -although now removed -has raised their historically low professional status, from unqualified instructor or trainer, to qualified teacher. No sooner are we celebrating this initiative, when a new problem arises, a problem that threatens to undermine the value of both FE teaching qualifications and ITT provision at FE colleges: a postmodernist constructivist approach that is rapidly replacing a tradition of direct instructional guidance in the ITT classroom. Under this increasingly popular scheme, trainee FE teachers are encouraged to explore and discover educational concepts for themselves, by way of discussion groups, collaborative research, and an assortment of interactive and student-led tasks that emphasise learner enjoyment, interest and motivation. This is being applied across ITT courses at a number of FE colleges, regardless of the subject and level taught by trainee teachers. It is increasingly being described as 'modelling' for the trainee's own lessons with his or her learners. Nevertheless, research shows that this postmodernist constructivist approach is not a pedagogy and that it does not automatically lead to higher student achievement. The article concludes with an appeal to balance postmodernist constructivist approaches to education with didactic instruction, in the belief that such a balance will not compromise learners' skills and expertise in their future employment. IntroductionThe legacy of Rousseau, Dewey and Freire, that interactive, student-centred learning is the way forward in education, is becoming increasingly popular, not least in further education (FE) colleges. This is because teachers are 'encouraged to facilitate unguided projects' (Christodoulou 2014b, 33) in a philosophy embedded in the guidelines of numerous powerful organisations that oversee teaching and learning in the UK, including guidelines set by Ofsted. This approach is often cited as the model on which trainee FE teachers should base lessons with their own learners.

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“…One advantage of the O*NET knowledge features is that they are expressed in relatively natural units which make them easier to understand and address through policy. They also touch on the knowledge versus skills debate in education circles between proponents who argue that curriculum and pedagogy should teach transferable-skills -the ability to work in teams, to create and think criticallyand those who contend that skills need to be rigorously grounded in a base of knowledge in order to be mastered (Christodoulou, 2014;Hirsch, 2016).…”

Section: Changing Skills Needsmentioning

confidence: 99%

Transforming 21st-century Leader Competencies by Developing Mindfulness

Gąsiorowska¹,

Gąsiorowski

2019

e-mentor

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Questions for the authorsQuestions for the authors can be sent to:hasan.bakhshi@nesta.org.uk (Hasan Bakhshi) jd@robots. ox.ac.uk (Jonathan M. Downing) mosb@robots.ox.ac.uk (Michael A. Osborne) The contents of this paper and the opinions expressed herein are those of the Authors alone.ISBN: 978-0-992-42595-1 ABOUT PEARSONPearson is the world's learning company. We're experts in educational course ware and assessment, and provide teaching and learning services powered by technology. We believe that learning opens up opportunities, creating fulfilling careers and better lives. So it's our mission to help people make progress in their lives through learning. ABOUT NESTANesta is a global innovation foundation. We back new ideas to tackle the big challenges of our time, making use of our knowledge, networks, funding and skills. We work in partnership with others, including governments, businesses and charities. We are a UK charity that works all over the world, supported by a financial endowment.To find out more visit www.nesta.org.uk. ABOUT THE OXFORD MARTIN SCHOOLThe Oxford Martin School at the University of Oxford is a world-leading centre of pioneering research that addresses global challenges. We invest in research that cuts across disciplines to tackle a wide range of issues such as climate change, disease and inequality. We support novel, high risk and multidisciplinary projects that may not fit within conventional funding channels. We do this because breaking boundaries can produce results that could dramatically improve the wellbeing of this and future generations. We seek to make an impact by taking new approaches to global problems, through scientific and intellectual discovery, by developing policy recommendations and working with a wide range of stakeholders to translate them into action. www.oxfordmartin.ox.ac.ukTwitter: @oxmartinschool Facebook: /oxfordmartinschool

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Seven Myths About Education

Cited by 91 publications

References 0 publications

Innovation in Language Learning and Teaching

Innovation in Language Learning and Teaching

From medium to pedagogy: ‘fun and colourful’ lessons as a model for trainee teachers in further education colleges – questioning the postmodernist constructivist approach to classroom practice

Transforming 21st-century Leader Competencies by Developing Mindfulness

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