Developmentalism: An Obscure but Pervasive Restriction
Despite continuing criticism of public education, experimentally demonstrated and field tested teaching methods have been ignored, rejected, and abandoned. Instead of a stable consensus regarding best teaching practices, there seems only an unending succession of innovations. A longstanding educatio...
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1996-04-01
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doaj-1f9af0fde5b942c0917536d157fbf14f2020-11-25T01:23:56ZengArizona State UniversityEducation Policy Analysis Archives1068-23411996-04-0148Developmentalism: An Obscure but Pervasive RestrictionJ. E. StoneDespite continuing criticism of public education, experimentally demonstrated and field tested teaching methods have been ignored, rejected, and abandoned. Instead of a stable consensus regarding best teaching practices, there seems only an unending succession of innovations. A longstanding educational doctrine appears to underlie this anomalous state of affairs. Termed developmentalism, it presumes "natural" ontogenesis to be optimal and it requires experimentally demonstrated teaching practices to overcome a presumption that they interfere with an optimal developmental trajectory. It also discourages teachers and parents from asserting themselves with children. Instead of effective interventions, it seeks the preservation of a postulated natural perfection. Developmentalism's rich history is expressed in a literature extending over 400 years. Its notable exponents include Jean Jacques Rousseau, John Dewey, and Jean Piaget; and its most recent expressions include "developmentally appropriate practice" and "constructivism." In the years during which it gained ascendance, developmentalism served as a basis for rejecting harsh and inhumane teaching methods. Today it impedes efforts to hold schools accountable for student academic achievement. http://epaa.asu.edu/ojs/article/view/631 |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
J. E. Stone |
spellingShingle |
J. E. Stone Developmentalism: An Obscure but Pervasive Restriction Education Policy Analysis Archives |
author_facet |
J. E. Stone |
author_sort |
J. E. Stone |
title |
Developmentalism: An Obscure but Pervasive Restriction |
title_short |
Developmentalism: An Obscure but Pervasive Restriction |
title_full |
Developmentalism: An Obscure but Pervasive Restriction |
title_fullStr |
Developmentalism: An Obscure but Pervasive Restriction |
title_full_unstemmed |
Developmentalism: An Obscure but Pervasive Restriction |
title_sort |
developmentalism: an obscure but pervasive restriction |
publisher |
Arizona State University |
series |
Education Policy Analysis Archives |
issn |
1068-2341 |
publishDate |
1996-04-01 |
description |
Despite continuing criticism of public education, experimentally demonstrated and field tested teaching methods have been ignored, rejected, and abandoned. Instead of a stable consensus regarding best teaching practices, there seems only an unending succession of innovations. A longstanding educational doctrine appears to underlie this anomalous state of affairs. Termed developmentalism, it presumes "natural" ontogenesis to be optimal and it requires experimentally demonstrated teaching practices to overcome a presumption that they interfere with an optimal developmental trajectory. It also discourages teachers and parents from asserting themselves with children. Instead of effective interventions, it seeks the preservation of a postulated natural perfection. Developmentalism's rich history is expressed in a literature extending over 400 years. Its notable exponents include Jean Jacques Rousseau, John Dewey, and Jean Piaget; and its most recent expressions include "developmentally appropriate practice" and "constructivism." In the years during which it gained ascendance, developmentalism served as a basis for rejecting harsh and inhumane teaching methods. Today it impedes efforts to hold schools accountable for student academic achievement. |
url |
http://epaa.asu.edu/ojs/article/view/631 |
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AT jestone developmentalismanobscurebutpervasiverestriction |
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