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ERIC Number: EJ1147106
Record Type: Journal
Publication Date: 2009
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-0100
Learner-Centredness: An Analytical Critique
Horn, Irmhild
South African Journal of Education, v29 n4 p511-525 2009
Contemporary education theory (and official South African policy) underwrites learner-centredness. I analyse learner-centredness as a possible piece of the puzzle about why it is proving so difficult to improve academic achievement. Learner-centred ideas are grounded in the belief that cognitive abilities develop spontaneously in accordance with a natural developmental trajectory and optimal education is education that is in harmony therewith. The origin of learner-centredness is Rousseau's "education naturelle." I set out Rousseau's ideas and then critically analyse their manifestation in contemporary education.
Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa