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
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I was interested over the Christmas period to follow, and engage with, the debate about the Progressive-Neo-Traditionalist dichotomy. I have also read some critiques of the dichotomy like this one by Stephen Tierney. It seemed to me that this particular blog conforms to the “no position” position. This usually entails a critique of the dichotomy before suggesting… Continue reading On non-cognitive skills and the “no position” position
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
There are, on the internet, numerous lists categorising progressivism and traditionalism. Mostly they are wrong for one simple reason, the dividing line between the two is not pedagogical but philosophical. You can use direct instruction in both approaches but in different ways and for different reasons. It is not only how it is taught but… Continue reading Recent history shows the value of the Prog v Trad divide
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