Learner-centredness: an analytical critique
Contemporary education theory (and official South African policy) underwrites learner-centredness. I analyse learner-centredness as a possible piece of the puzzle about why it is proving so difficult to improve academic achievement. Learner-centred ideas are grounded in the belief that cognitive abi...
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| Format: | Article |
| Language: | English |
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Education Association of South Africa
2009-11-01
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| Series: | South African Journal of Education |
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| Online Access: | http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002009000400006 |
| Summary: | Contemporary education theory (and official South African policy) underwrites learner-centredness. I analyse learner-centredness as a possible piece of the puzzle about why it is proving so difficult to improve academic achievement. Learner-centred ideas are grounded in the belief that cognitive abilities develop spontaneously in accordance with a natural developmental trajectory and optimal education is education that is in harmony therewith. The origin of learner-centredness is Rousseau's education naturelle. I set out Rousseau's ideas and then critically analyse their manifestation in contemporary education. |
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| ISSN: | 0256-0100 2076-3433 |