n South African Journal of Education - Learner-centredness : an analytical critique
|Article Title||Learner-centredness : an analytical critique|
|© Publisher:||Education Association of South Africa (EASA)|
|Journal||South African Journal of Education|
|Publication Date||Nov 2009|
|Pages||511 - 525|
|Keyword(s)||Academic problems, Contemporary derivatives, Learner-centredness and Rousseau|
ISI Social Science
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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