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A traditional teaching environment is a teacher-centric setup, where the role of the teacher is directive and rooted in authority (Novak, 1998). This teaching methodology arises from the realist philosophy of education that promotes the integration of the mind and body. Therefore, here theoretical learning is on the same footing as experiential education. This approach is mostly based on John Locke’s educational philosophy (Locke, 1693). Locke, the 17th century British philosopher, believed in the ‘immanent’ perspective of the child (James et all, 1998). He was of the opinion that the child’s mind is a ‘blank slate’ and knows nothing. It is up to extrinsic factors to provide information in order to instigate thoughts and opinions (Locke, 1813). Thus, while the student is important in this educational system, the main role is played by the teacher, who is more knowledgeable and experienced in matters of the world. Textbooks and workbooks are used as the primary teaching aids that help the teacher fill up these ‘knowledge holes’ in the minds of the students .In this educational setup, students are assessed via written and oral examinations (Novak, 1998). Since this a standardised testing system, the results are variable within the classroom, depending on each child’s cognitive ability (McNally, 1974). However, there is a demand for a more balanced academic result with an exceptionally high class average, which affects the reputation of the school (Novak, 1998). Thus, teachers tend to spend most of their time ‘perfecting’ students via repetition and rote learning.


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