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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
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
Recently I was talking to a group of friends, not high achievers, in the conventional sense, but well educated. Okay, they were teachers. Somehow the conversation got around to the most pointless things we learned at school. Universally it was mathematics at secondary school. We could all remember the words: sin, cosine and the quadratic…… Continue reading On “powerful”progressive teaching: creating the discourse of the subject
I don’t think you can easily identify a good teacher. Some students respond to one person in a way they would not respond to another. Good teams have a variety of teaching approaches delivered by teachers who differentiated by personalist, beliefs and teaching styles. Students need to experience different personalities and teaching styles. The quirky and… Continue reading Neither teacher nor student: learning happens in the spaces in between
This is the second part of a contribution to the #blogsync Knowledge debate. In my last BLOG I offered a progressive view of knowledge and rejected Govian pedagogy and neo-traditionalism. Old Andrew sums up the neo-traditionalist view: To begin with, the question of how we select which knowledge is worth learning changes. While progressives have always… Continue reading On the problem of knowledge – part two: progressivism and the primacy of skills #blogsync