In this age of rudderless drift towards liberalism fuelled by mobile phones and social media apps, educators need to confront new threats posed by the internet and dangerous apps, writes Lawrence Fray
During the past two decades, progressive schools have successfully moved from the treadmill of lecture-based instruction to more personalised forms of learning where students construct knowledge, develop skills and, through efficient formative assessment, participate in directing their own learning. Their teachers have progressed from being ‘sages on stages’ to ‘guides by the side’.
However, there is no shortage of people — including educators — who view the educational pathway as a well-defined functional process where the most praiseworthy hallmark of a successful school is delivery of high board examination scores leading to a seat in a renowned university which, in turn, leads to a high-flying career. Hence, excessive summative testing and intensive and (sometimes detrimental) tutoring and high university admission cut-offs buttress a pedagogy that leaves little space for orderly personal development.
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