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n South African Journal of Education - Learner-centredness : an analytical critique

Volume 29, Issue 4
  • ISSN : 0256-0100
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Abstract

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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/content/educat/29/4/EJC32212
2009-11-01
2016-12-09

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