In my previous post, Pedagogical romanticism, the ninth in my series on educational purpose, I proposed that our current model of education provision, which relies heavily on the intuition of autonomous teachers, was failing to manage the scale of modern education. But the alternative to the intuition of the human teacher is some sort of systematic pedagogy, which is commonly thought to be defeated by the complexity and unpredictability of the classroom. In this part I respond.
Why trusting to the intuition (aka “professional judgement”) of individual teachers is wrong but wromantic*
Having explained in part eight that the failure of criterion referencing was due to poor implementation and not a mistaken ambition, in the next sequence of posts I shall explain why we still need to describe our educational objectives clearly and at a granular level. In this post (part 9 of my series on educational purpose) I shall explain why our current delivery model is failing and will continue to fail so long as we reject the explicit description of educational objectives.
In part four, Professor Biesta and the chicken, I argued that the distinction between aims and purposes that had been made by Gert Biesta and John Dewey was without foundation. In this fifth part of my series on the purpose of education, I explain why the argument over aims and purposes is connected with the view that education is an intrinsic good, why this is the same as saying that education has no purpose at all, and why this view is mistaken.