What do we mean by “feedback”? Is it useful? Is it (like revenge) better served cold? And what has this to do with Bjork’s new theory of disuse?
This is the first of a series of (what were supposed to be short) follow-up posts, responding to significant comments made by readers of my longer article Curriculum Matters. In this, the first, I discuss what we mean by feedback, is it more effective when it is immediate or when it is delayed, how does this question relate to Robert Bjork’s new theory of disuse, and how should teachers make sense of the complex (and often uncertain) theory on how the brain works? 11,000 words.
Why the views of our leading educationalists on the curriculum don’t add up
This is an expanded version of the talk that I gave at ResearchEd on 9 September 2017. In it I argue that Tim Oates, Dylan Wiliam and Daisy Christodoulou, all educationalists whom I admire, have nevertheless got much wrong in their account of the curriculum. 14,000 words. You can bookmark individual slides by right clicking on the “SLIDE X” caption and selecting “Copy link address”. Slides can be enlarged by clicking on the slide.
Systematic pedagogy is not defeated by the complexity of the classroom: it is the solution
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.
How the modern variant on Aristotle’s theory of phronesis originated and why it offers a partial and unhelpful account of teaching expertise
Aristotle’s theory of phronesis has been widely cited by progressive educationalists as supporting their view that teachers and educationalists should be able to determine their own objectives, using their intuitive assessment of their particular classrooms. In my previous post, I explained why this view depends on a misunderstanding of Aristotle’s position. This post completes my rebuttal by examining how the modern account of Aristotle’s phronesis originated and why it offers an unsatisfactory account of teaching expertise.
When educationalists use the theory of phronesis to argue that teachers should determine educational purpose, they misrepresent Aristotle.
My investigation into educational purpose has so far focused on the mistaken assumptions of many progressive educationalists, starting from the position of Professor Gert Biesta at the recent Commons Education Select Committee conference. I cannot complete this first part without addressing the theory of phronesis, which has been widely used, by Professor Biesta among others, to argue that teachers should be left to determine the purposes of their own teaching. In this post, I explain why the modern version of the theory misrepresents Aristotle.
Why progress on edtech is dependent on a better understanding of educational purpose
If my last post was a light-hearted love story, this one is more of an attempt to write a Tractatus Logico-Philosophicus. But I hope that the reader will be compensated by finding the argument to be original. I make the case that the recommendations of the recent Commission on Assessment without Levels are fundamentally mistaken.
It is a response I submitted to the current House of Commons Select Committee’s enquiry into the purpose of education. When announced, this enquiry was dismissed by Andrew Old as a waste of time: the purpose of education, said Andrew, was simply to make people cleverer. While I know where Andrew is coming from (who needs another waffle-fest with a lot of high-faluting rhetoric?) and agree with Andrew most of the time, I disagree with him that this is a pointless enquiry, if the question is understood in the way that I will suggest.
As my previous posts have argued (especially How technology will revolutionize education), technology is not about generic kit, but about the systematic means by which we pursue our ends. If no-one can be sure what our ends (or purposes) are, then any technological approach to education is doomed to fail. If we are not taking a technological approach to the business of teaching itself, then what hope is there in applying digital technology to education productively? Judging by the success we have had so far, the answer has to be “not a lot”.
My contention in this piece is therefore that the development of systematic pedagogy will never be achieved until (a) we know how to describe our educational objectives more clearly and consistently, and (b) until we understand the role of digital technology, both in supporting the description of educational objectives and in implementing the pedagogies required to attain those objectives.
Why the only realistic way of improving the quality of educational research (and of education itself) is by the intelligent application of education technology
I gave this talk at Research Ed 2015 on 5 September, the latest in a series of three national conferences organized by Tom Bennett.
Research Ed has grown into a vital event in the annual calendar for teachers interested in the theory of teaching. Nevertheless, my impression is that the centre of gravity of many of the talks at ResearchEd has veered away from an agenda that tries to promote sound, quantitative research, and is replaced with a softer account of both the role and methodology of research, as is suggested by the language of “action research” and “research-informed” teaching.
I believe that the problems with research are systemic and not just the result of incompetence. I argue in this piece that these systemic problems can (and can only) be solved by seeing teaching as a business which has a larger technical element than we commonly admit, and one that is less dependent on personal intuition (or what some call “tacit knowledge”). Such a realignment of our views on what teaching is, and how research into teaching should be conducted, will also underline a radical reevaluation of the role of technology in the classroom.