Wonderful again Bevan! This will be such a valuable series.
In the last chapter of my new book (https://www.nzcer.org.nz/nzcerpress/lifelong_learning) Bronwen Cowie and I have a to-and-fro conversation about the potential of place-based learning (which is obviously embodied learning) to help serve as a sort of "innoculation" against being vulnerable to disinformation. It's specualtive but a lot of ducks line up!
I am very confused about why you would label this article "Where Traditional Education goes wrong" and then focus on criticising Piaget who was a cornerstone of progressive education.
Traditional education did not have waffly theories and weird psychologies that as we have seen recently go out of date by being shown they are flawed. Trad. Ed centered on how to teach the child skills like successfully reading at the correct level for their age or being able to do mathematics so that at an advanced level they could do such things as calculus or statistics if they wished . Traditional education also built a vocabulary and a knowledge base so children could read complex poetry with a richness of meaning and feelings , as well as highly technical material . This would make them be able to expand their minds, senses and spirits. Students should be able to decide for themselves whether they are to be submerged in an animistic religion . Christianity also has a belief in the grandeur of nature and our connection to it. Disinformation has become a cliche for describing ideas you don't personally subscribe to .
My understanding, and I may be wrong, is that your confusion and comment is a perfect example of how our traditional education succeeded in making us value the mind as seperate and superior to body and also humans as seperate and superior to nature. Christianity was a huge influence on this, presenting "man" as a steward of nature and not necessarily a part of it. I would add that I am yet to see any approach to education (Trad or Prog) that at least a third don't fail within due to a lack or teacher training, understanding and preparation. This too may be due to all teachers being educated through an incomplete and unbodied school system. I think Bevan continues a very important conversation.
Wonderful again Bevan! This will be such a valuable series.
In the last chapter of my new book (https://www.nzcer.org.nz/nzcerpress/lifelong_learning) Bronwen Cowie and I have a to-and-fro conversation about the potential of place-based learning (which is obviously embodied learning) to help serve as a sort of "innoculation" against being vulnerable to disinformation. It's specualtive but a lot of ducks line up!
speculative - oops
I am very confused about why you would label this article "Where Traditional Education goes wrong" and then focus on criticising Piaget who was a cornerstone of progressive education.
Traditional education did not have waffly theories and weird psychologies that as we have seen recently go out of date by being shown they are flawed. Trad. Ed centered on how to teach the child skills like successfully reading at the correct level for their age or being able to do mathematics so that at an advanced level they could do such things as calculus or statistics if they wished . Traditional education also built a vocabulary and a knowledge base so children could read complex poetry with a richness of meaning and feelings , as well as highly technical material . This would make them be able to expand their minds, senses and spirits. Students should be able to decide for themselves whether they are to be submerged in an animistic religion . Christianity also has a belief in the grandeur of nature and our connection to it. Disinformation has become a cliche for describing ideas you don't personally subscribe to .
My understanding, and I may be wrong, is that your confusion and comment is a perfect example of how our traditional education succeeded in making us value the mind as seperate and superior to body and also humans as seperate and superior to nature. Christianity was a huge influence on this, presenting "man" as a steward of nature and not necessarily a part of it. I would add that I am yet to see any approach to education (Trad or Prog) that at least a third don't fail within due to a lack or teacher training, understanding and preparation. This too may be due to all teachers being educated through an incomplete and unbodied school system. I think Bevan continues a very important conversation.