Tag Archives: educational theory

Another interesting point from Peter Gray – on how we perceive children

I found this notion of the shifting relationship between mankind and ‘nature’ and how it shapes our notions of child-rearing thought-provoking: “Finally, I’d like to suggest an additional reason for the difference between hunter-gatherers and subsequent societies in child-rearing methods. Agriculture … Continue reading

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Peter Gray on free play vs resume building in childhood

Peter Gray writes: “Children are designed, by nature, to play and explore on their own, independently of adults. They need freedom in order to develop; without it they suffer. The drive to play freely is a basic, biological drive. Lack … Continue reading

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The educated person: 1. is widely knowledgeable and 2. knows ‘something’ in depth

Kieran Egan asserts: “Nearly everyone who has tried to describe an image of the educated person, from Plato to the present, includes at least two criteria: first, that educated people must be widely knowledgeable and, second, that they must know something … Continue reading

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School – that business of sitting at a desk among thirty or so others

Okay, so he wrote it some 15 years ago, but what Kieran Egan had to say in his The Educated Mind (1998) still seems relevant and readable! He wrote: “Education is one of the greatest consumers of public money in the Western … Continue reading

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On the Science and Culture of Learning – Kieran Egan

According to Kieran Egan, the reason “why so many research findings seem to have had no discernible beneficial impact on education is that most of the research on learning, development, and so on is not about education.” (p.182) Concluding his educational … Continue reading

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Herbert Spencer – according to Kieran Egan

“Men dress their children’s minds as they do their bodies, in the prevailing fashion” ~ Herbert Spencer, 1928 Explaining Herbert Spencer’s influence on education over the last century, Kieran Egan writes: “Although John Dewey’s educational ideas are widely known today, … Continue reading

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Progressivism and ‘getting it wrong’ in the history of Education

Introducing his Getting it Wrong From the Beginning: Our Progressivist Inheritance from Herbert Spencer, John Dewey, and Jean Piaget (2002), Kieran Egan writes: “During the late nineteenth century, the modern apparatus for schooling everyone was put in place. [This book is about…] the … Continue reading

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“early learning can have lasting, even accumulating, consequences for the life course”

In a really interesting review of adolescent studies, Robert Crosnoe and Monica Kirkpatrick Johnson point out that longitudinal studies are really only now becoming a resource to inform our understanding of adolescence. Citing one of these, they explain how important early … Continue reading

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Education and quality of life

“Education will vary with the quality of life that prevails in a group.” ~ John Dewey, Democracy and Education cited, p284 Mara Krechevsky and Ben Mardell, (2001) ‘Four features of Learning Groups’ pp.284-295, in Making learning Visible: Children as Individual and Group … Continue reading

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ECE and the validation of ‘western’ views of childhood

Marilyn Fleer writes that: “…what has become valued within the profession of early childhood education is essentially a western view of childhood and development.”[1] She asserts that the institutional structure of western learning, heavily influenced by the organization of factories, … Continue reading

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