The failure of progressive paradigm reversal
Bibliographic Data
| ID | 11919035 |
|---|---|
| Authors | Gerard Guthrie (Independent Researcher, Wellington, New Zealand, corresponding author) |
| Year | 2016 |
| Volume | 47 |
| Issue | 1 |
| Pages | 62-76 |
| Publication date | 2016-02-18 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Compare A Journal of Comparative and International Education (JOURNAL) |
| Journal identifiers | ISSN: 0305-7925 • E-ISSN: 1469-3623 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03057925.2016.1138396 |
| OpenAlex | W2416615798 |
| Language | EN |
| Citations received | 6 |
| References cited | 45 |
The student-centred, progressive paradigm has not had sustained success in changing teacher-centred, formalistic practices in ‘developing’ country classrooms. Does ‘Gestalt-switch’ and paradigm reversal demonstrate that progressive theory has realigned with formalistic reality, or has it remained axiomatic in the research and evaluation literature? This review classifies the literature about progressive reforms into six types of findings from positive to negative. Claims for progressive successes are embedded in widespread validity, reliability, generalisability and relevance limitations. Different approaches to culture exist, while migrating definitions of child- and learner-centred education indicate semantic confusion and cognitive dissonance. Axiomatic assumptions about progressivism continue, while there is little indication of Gestalt-switch or paradigm reversal. Thus, formalism should replace progressivism as the primary frame of reference for classroom change in contexts where it is appropriate. Meanwhile, the progressive paradigm has become a heavily distorted ahistorical cage showing classic symptoms of resistance to intellectual change
Cognitive dissonance · Cognitive psychology · Confusion · Constructivism (international relations · Dilemma · Epistemology · Gestalt psychology · Paradigm shift · Pedagogy · Perception · Political science · Progressive Education · Progressivism · Psychoanalysis · Educational and Psychological Assessments · Law · Parental Involvement in Education · Philosophy · Psychology · Social Psychology · Teacher Education and Leadership Studies
The outcomes of learner-centred pedagogy
Insider and Outsider, Community and Conflict
Rethinking of EMI in higher education
Is learner-centred pedagogy associated with pupils’ positive attitudes towards learning? The case of Tanzania
Radical student participation
Historical and Cultural Refractions in Recent Education Transitions
Education as cultural imperialism
Learner-centred Education in International Perspective
Chapter 16 Schools, Teachers, and Education Outcomes in Developing Countries
The structure of scientific revolutions
Basic Research Methods
The Progressive Education Fallacy in Developing Countries
The Anthropology of Childhood
Doing educational research in developing countries
Pedagogical renewal
The reconceptualisation of learner-centred approaches
The need for educational reform and the role of teacher training
Learner-centred education in developing country contexts
The rise and attenuation of the basic education programme (BEP) in Botswana
Learner-centred education and ‘cultural translation’
The cultural politics of constructivist pedagogies
Pedagogical classroom practice and the social context
Child soldiers in the culture wars
Culturally grounded pedagogy and research methodology
Education and the new imperialism
International Aid Agencies, Learner-centred Pedagogy and Political Democratisation
Neocolonialism in education
Bridging Cultures and Traditions in the Reconceptualisation of Comparative and International Education
Beyond the polarization of pedagogy
Education for the Poor
Stages of educational development? Beeby revisited
Culture, instruction, and assessment
| Unique citing works | 6 |
|---|---|
| Citations per year | 0,67 |
| Citation span | 2017 - 2023 (7) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 6 |