Some reflections on the philosophical and pedagogical challenges of transforming education

Abstract

This paper responds to the articles in the recent special edition of The Curriculum Journal (Volume 20, Number 3). The special edition discusses an ‘archaeological’ approach to student enquiry, with associated ideas of personalisation, competency development, and building learning power. We argue that the papers both raise and omit complex issues that need to be addressed if their transformative agenda is to be realized. For example, it is important to reconsider traditional assumptions about the nature of knowledge, so that teachers' practice and students' learning can become more appropriately aligned to twenty‐first century conditions of knowing and being. Similarly, the wider political contexts that frame practice need to be addressed, in part by rethinking connections between pedagogy, curriculum and assessment to provide a more satisfactory theoretical rationale for competencies and personalization, and by re‐theorising related ideas such as ‘equity’. We fear that lack of attention to such issues will simply mean the new pedagogies will continue to reproduce the status quo.

Pedagogy with information and communications technologies in transition

“…The term pedagogy usually refers to the science or theory of educating and needs to be understood within a broad framework of educational practice (Alexander 1992;Somekh 2008;Park and Oliver 2008;Loveless 2011;Leach and Moon 2008). Thus pedagogy is culturally situated (Somekh 2008;Leach and Moon 2008) in a setting which includes, for example, not only the curriculum content, the subculture of the subject (Grossman et al 2004;Entwistle 2005) and the context of educational practice but also the needs of learners and consideration of ideas, values and beliefs in society and the nature of knowledge (Alexander 1992;Hipkins et al 2010). In any particular educational setting pedagogy exists in a dynamic relationship with the curriculum and assessment regime.…”

Using Transformative Learning Theory to Impact Patient Care

“…Scholarly teaching for nursing education is being challenged by existing workplace standards [12]. Reconsideration of traditional assumptions about formal education and curriculum is required to prepare proficient graduates with appropriate skills for the twenty-first century [11].…”

“…There are broader political and practical contexts to consider, which frame the requirements for competent practice. The establishment of clear and unmistakable connections between expectations upon entering professional practice, appropriate utilization of technology and the inclusion modern pedagogical strategies are essential to promote a true knowledge shifts [11]. Knowledge production and current approaches to education have become more externally positioned and supervised beyond the university setting.…”

Faculty identification of competencies addressing quality and safety education in Alabama Associate Degree Nursing Education Programs

“…Scholarly teaching for nursing education is being challenged by existing workplace standards (Lee & Duston, 2011). Reconsideration of traditional assumptions about formal education and curriculum is required to prepare proficient graduates with appropriate skills for the twenty-first century (Hipkins, Reid, & Bull, 2010).…”

“…There are broader political and practical contexts to consider which frame the requirement for competent practice. The establishment of clear and unmistakable connections between expectations upon entering professional practice, appropriate utilization of technology and the inclusion of modern pedagogical strategies are essential to promote a true knowledge shift (Hipkins, Reid, & Bull, 2010). Knowledge production and current approaches to education have become more externally positioned and supervised beyond the university setting.…”