Introduction School’s minister, Nick Gibb, frequently talks about the national curriculum in terms of a canon. In ancient Greek, a canon referred to a measuring rod, which could offer a symbolic description of the current education system. The canon of the medieval education system was the gospels; the trivium introduced the medieval elite to the word of… Continue reading On the sacred and profane of powerful knowledge
In this blog, I intend to address the issue of discovery learning. Critics have claimed that discovery learning has been the dominant ideology in education for much of the past 50 years. Some consider it to be the cause of many of the problems suffered by education during that period. I want to address the… Continue reading An argument for discovery learning in early years classrooms
In my last blog, I discussed the academic/non-academic subject divide in education. In two recent blogs, Old Andrew defines an academic subject as: (…) one where mastery of it was best characterised by further study. The people who are best at history, are historians and they study history. Following Bernstein, I argued that subjects require a field of knowledge… Continue reading The social reality of powerful knowledge
Introduction In this blog, I would like to offer a view of the progressive v traditionalist dichotomy through the lens of structure, culture and agency. I am also going to argue that ideas can exist as material objects in the social world. There is a proviso; the ideas must have the potential to be understood.… Continue reading Traditionalist and progressive knowledge: causally related but analytically distinct
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Can an idea be “real” like a light bulb or a torch? Does the text of a book contain something more than just symbols on a page? Do ideas have a causal effect measurable by empirical science? I was pondering these questions whilst watching the world pour opprobrium on Donald Trump’s comments about Muslims. Few… Continue reading On the value of ideas and the search for causality in the classroom
In the last blog I discussed creating the discourse of a subject. This is based upon infusing the discourse of the everyday with “powerful” concepts in order to construct pedagogic discourse. Story boarding is a teaching approach I use a lot particularly if the concepts are abstract and relatively complex. Constructivism seems to be constantly under fire. I… Continue reading On “powerful” progressive teaching: using ed-tech and storyboarding to secure key concepts