Recently David Didau wrote about ‘neo-progressivism’. His post summarises the traditionalists’ current critique of progressive education. Apparently, Didau believes in social justice, wants children to be creative, collaborative and critical and grow up “to be tolerant, compassionate, open-minded, curious, cooperative and to help leave the world in a better condition than that in which they found it.” Before we mistake Didau for a modern-day Dewey, he quickly establishes his traditionalist credentials by declaring that “knowledge underpins all of those attributes.” He upholds the traditionalists’ two-stage prescription for education: students should acquire knowledge, then use that knowledge as an object for critical thought.
Continue reading “Our ‘knowledge’ is different to theirs”
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