Monday, 25 May 2015

AGES AND STAGES

A problem for anglophones

Appreciation of the significance of stages is common to European theories of human mental development.and pedagogy. The English-speaking world, however, has little or no such appreciation. As a consequence Anglophone psychologists and educationalists may find themselves grossly disadvantaged in understanding systems or theory and practice in which development is regarded implicitly as qualitative (in which different kinds of processes in teaching and learning define different stages), rather than as a quantitative process (more of the same across the age range) .

Resulting misunderstandings have bedeviled communication and interpretation of the work of Piaget, Vygotskii, and others. Conductive Education has not been spared.

In Conductive Education this has led to widespread misstatement of the nature and role of play in conductive pedagogy, and some extraordinary statements about the common nature of teaching and learning, across the age span and whatever children's relative cognitive functioning.

Any assertions on such matters with respect to conductive pedagogy and upbringing, however assured, are best treated with exceeding caution.

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