William Cope
Wei Liu
Pinakini Shah
Greg Jack
Leah Goldberg
Nell C Rundle
Bahar AnahmiasNew Learning MOOC’s Updates
Being an Educator in "Interesting Times"
This Learning Module analyzes three pedagogical paradigms which we call "didactic", "authentic" and "transformative". It traces the ideas outlined in Chapters 1, 2 and 8 of New Learning, by Mary Kalantzis and Bill Cope.
Understanding these educational traditions matters as they are woven into everyday classroom practices. Many classrooms use a variety of these approaches. Educators should know the power of each, its historical and cultural purposes, when to deploy it, how it works when it does, and when it fails learners and society.
Video Mini-Lectures
Supporting Material
- Peters on the Knowledge Economy
- Political Leaders, Speaking of Education [Nelson Mandela, The First President of Post-Apartheid South Africa]
- Political Leaders, Speaking of Education [Aung San Suu Kyi, Burmese Opposition Leader and Nobel Peace Prize Laureate]
- Political Leaders, Speaking of Education [Ellen Johnson Sirleaf, President of Liberia and Nobel Peace Prize Laureate]
- Political Leaders, Speaking of Education [Queen Rania Al Abdullah of Jordan]
Comment: Mention a stand-out idea, or new thought prompted by this material. Use @Name to speak with others about their thoughts.
Make an Update: Find a contemporary text of political rhetoric or public policy that sets social objectives for education (a video, a quote from a written text etc.). Comment on the substance (or lack thereof!) in this text.
A notable example of political rhetoric around education policy that touches on cognitive diversity—including conditions like ADHD and varied cognitive styles, such as those identified by frameworks like Myers-Briggs—is the inclusive education policy outlined by the Organisation for Economic Co-operation and Development (OECD). Their stance highlights the importance of educational environments that cater to diverse learning styles and cognitive needs. Although the rhetoric promotes an inclusive system, practical implementation often lags behind, lacking specific frameworks to address unique cognitive styles and neurodiversity.
The OECD’s call for inclusion broadly aims to create learning spaces where students with ADHD or those with different cognitive perceptions (such as those with an INTP vs. an ISFJ learning style) can thrive. However, the lack of concrete implementation measures, such as trained educators and flexible curriculum structures, often leaves these intentions unfulfilled. Students with ADHD, for instance, may struggle without targeted support for executive functioning and attention, while students with varied Myers-Briggs types may not have access to personalized learning experiences that resonate with their unique cognitive preferences.
While these policies aspire to support neurodiversity by promoting inclusive practices, they tend to overlook detailed accommodations for specific cognitive styles or personality-based needs. Effective support for ADHD, MBTI-type diversity, and other neurodiverse groups requires both policy rhetoric and actionable commitments—such as individualized learning plans, flexible classroom environments, and professional development for educators on neurodiversity.
Source:
https://files.eric.ed.gov/fulltext/EJ1205559.pdf
https://academic.oup.com/book/24517/chapter-abstract/187645336?redirectedFrom=fulltext&login=false
https://academic.oup.com/book/26151/chapter-abstract/194229835?redirectedFrom=fulltext&login=false
A notable example of political rhetoric around education policy that touches on cognitive diversity—including conditions like ADHD and varied cognitive styles, such as those identified by frameworks like Myers-Briggs—is the inclusive education policy outlined by the Organisation for Economic Co-operation and Development (OECD). Their stance highlights the importance of educational environments that cater to diverse learning styles and cognitive needs. Although the rhetoric promotes an inclusive system, practical implementation often lags behind, lacking specific frameworks to address unique cognitive styles and neurodiversity.
The OECD’s call for inclusion broadly aims to create learning spaces where students with ADHD or those with different cognitive perceptions (such as those with an INTP vs. an ISFJ learning style) can thrive. However, the lack of concrete implementation measures, such as trained educators and flexible curriculum structures, often leaves these intentions unfulfilled. Students with ADHD, for instance, may struggle without targeted support for executive functioning and attention, while students with varied Myers-Briggs types may not have access to personalized learning experiences that resonate with their unique cognitive preferences.
While these policies aspire to support neurodiversity by promoting inclusive practices, they tend to overlook detailed accommodations for specific cognitive styles or personality-based needs. Effective support for ADHD, MBTI-type diversity, and other neurodiverse groups requires both policy rhetoric and actionable commitments—such as individualized learning plans, flexible classroom environments, and professional development for educators on neurodiversity.
Source:
https://files.eric.ed.gov/fulltext/EJ1205559.pdf
https://academic.oup.com/book/24517/chapter-abstract/187645336?redirectedFrom=fulltext&login=false
https://academic.oup.com/book/26151/chapter-abstract/194229835?redirectedFrom=fulltext&login=false
Comment:
The analysis of the three pedagogical paradigms—didactic, authentic, and transformative—provides a comprehensive framework for understanding the diverse approaches used in modern classrooms. By exploring the ideas presented in Mary Kalantzis and Bill Cope's New Learning, we can appreciate how each paradigm serves distinct educational goals and contexts. Recognizing the historical and cultural significance of these approaches empowers educators to make informed decisions in their teaching practices.
Update:
In our ongoing exploration of pedagogical paradigms, we have examined the didactic, authentic, and transformative approaches as detailed in New Learning by Mary Kalantzis and Bill Cope. This study emphasizes the importance of understanding the strengths and limitations of each method. As educators, we must be equipped to adapt our teaching strategies to meet the diverse needs of our learners. Moving forward, we will delve deeper into practical applications of these paradigms in the classroom, focusing on how to effectively integrate them into our teaching to foster a more inclusive and impactful learning environment.
As I understand it, we should use what we already know, but apply different tools. Essentially, it's about applying the Montessori method to a traditional school setting.
Teaching is a discipline that unites the systematic and based-on-evidence method together with creativity and personal intuition. Being a science, teaching draws on research-backed pedagogical techniques to ascertain the effectiveness of learning. Still, it is an art that crops up when creativity, flexibility, and emotional intelligence have to be drawn upon. As educators, we have a role to inspire and connect students in ways that instill learning. The best balance of these elements makes effective teaching a blend of the precision of scientific methods and empathy of human interaction.
For the update: I wish to share the new Matatag curriculum in our country. A review can be seen here: https://www.asiaeducationreview.com/others/vista/matatag-curriculum-redefining-learning-in-the-philippines-nwid-1598.html#google_vignette
The commentary highlights the critical problems in Philippine education, particularly its stand in reading comprehension, math, and science around the world. PISA 2018 and World Bank 2022 reports show that scores of Filipino 10-year-olds are incapable of basic acts of reading, and an education system lagging behind regional neighbors like Indonesia and Vietnam. Articles call for change in the curriculum, including a new MATATAG curriculum that is supposed to help address some of the core deficiencies: reading, writing, skills, mathematics, science, and life skills. The MATATAG curriculum offers a glimmer of hope in finding solutions to some of the most critical issues in the Philippine education. On the other hand, I agree that there are also underlying problems that come out, which include overcrowding classrooms, inadequate learning materials, overworked teachers, poverty, among other such reasons that desecrate excellent delivery of learning.
In this regard, hopes are bolstered by the efforts of the MATATAG initiative; however, its implementation will only be successful if it will be managed with proper leadership, resources, and perseverance. The commentary aptly points out the requirement for leaders to lead this new curriculum and encourage change by reducing teachers' non-educational workloads and developing a helpful learning environment. Modular and flexible learning products, such as those found at Academ-e, are also gaining ground in the hopes of serving to be able to assist push forward MATATAG goals. But in the same breath, more has to be done in other areas beyond this new curriculum to address some of the deeper systemic issues, like infrastructure, lack of resources, teacher workload, and student motivation.
Community Diversity helps students appreciate different perspectives and foster a more holistic education.
A contemporary example of political rhetoric setting social objectives for education is found in the UNESCO framework and related policy recommendations. UNESCO's educational policies emphasize a rights-based approach, highlighting the need for inclusive, equitable, and quality education for all learners as part of the global 2030 Agenda. This vision aims to build resilient education systems that address challenges like digitalization, inequality, climate change, and pandemics [oai_citation:3,](https://gup.ub.gu.se/file/208539) [oai_citation:2,Education policies and strategies | UNESCO](https://www.unesco.org/en/education-policies).
The substance of these policies emphasizes the role of education not only in academic learning but also in fostering social integration and lifelong learning. UNESCO's approach encourages countries to develop coherent education policies that ensure every student has access to opportunities regardless of background. This includes support for marginalized groups and emphasizes the importance of teacher training, updated curricula, and a focus on sustainable development goals. It underscores the transformative role of education in fostering inclusive societies and preparing learners to navigate a rapidly changing world [oai_citation:1,Education policies and strategies | UNESCO](https://www.unesco.org/en/education-policies).
This text illustrates how modern educational policies aim to address broader societal challenges through targeted, inclusive strategies. By focusing on systemic coherence and adaptability, such frameworks promote not only academic success but also social equity and resilience in education systems globally.
A contemporary example of political rhetoric setting social objectives for education is found in the UNESCO framework and related policy recommendations. UNESCO's educational policies emphasize a rights-based approach, highlighting the need for inclusive, equitable, and quality education for all learners as part of the global 2030 Agenda. This vision aims to build resilient education systems that address challenges like digitalization, inequality, climate change, and pandemics [oai_citation:3,](https://gup.ub.gu.se/file/208539) [oai_citation:2,Education policies and strategies | UNESCO](https://www.unesco.org/en/education-policies).
The substance of these policies emphasizes the role of education not only in academic learning but also in fostering social integration and lifelong learning. UNESCO's approach encourages countries to develop coherent education policies that ensure every student has access to opportunities regardless of background. This includes support for marginalized groups and emphasizes the importance of teacher training, updated curricula, and a focus on sustainable development goals. It underscores the transformative role of education in fostering inclusive societies and preparing learners to navigate a rapidly changing world [oai_citation:1,Education policies and strategies | UNESCO](https://www.unesco.org/en/education-policies).
This text illustrates how modern educational policies aim to address broader societal challenges through targeted, inclusive strategies. By focusing on systemic coherence and adaptability, such frameworks promote not only academic success but also social equity and resilience in education systems globally.
Working at Donsol Community College, I witness how my teaching combines various pedagogical methods like didactic, authentic, and transformative approaches. All of these models align with the distinct obstacles and advantages we encounter in our educational institution.
When I consider my personal experience, I see that there are times when utilizing a didactic approach is essential. At times, my students require precise, organized guidance, particularly when we are establishing the foundation for intricate ideas. It offers guidance and aids in understanding the fundamentals. However, I am aware that depending only on this approach could suppress their inquisitiveness and restrict their ability to fully engage.
That's when genuine learning becomes important. In Donsol, a lot of my students have experiences that are deeply connected to their community and surroundings. I notice that when I relate lessons to the real-life situations they experience, such as the local tourism sector or environmental issues in our region, students become more engaged. They recognize the importance of their studies, and it ignites a true curiosity. It's more than just checking off boxes or getting good grades; it's about using information in a manner that is relevant to their everyday experiences.
However, what I truly appreciate is the impact of transformative education. In a location such as Donsol, where opportunities may appear scarce, I believe my responsibility is not only to instruct topics but also to assist students in envisioning a different future. I encourage them to critically analyze, inquire about the world, and contemplate their role in it. We discuss social problems, individual development, and how they can make a difference in their own neighborhoods. It is during these times that I feel most satisfied as an educator—when I witness their viewpoints changing and them realizing they can contribute to something greater.
The idea that education or pedagogy is the new philosophy, makes a lot of sense to me - it is thinking about how we think. However, I also believe that it doesn't yet have the same status because it is currently more constrained than that, relatively optimistic, description tells us.
It, at least from the outside (as I am not a teacher), appears to be built for the current most prevalent modes of education, which tend to be the banking method of education (as described in Paulo Friere Pedagogy of Hope)
And as such it attracts people that want to work within such a system, and therefore limits itself to that system, not allowing the more boundless exploration, thinking and research encouraged within philosophy.
As I mentioned above, I am not a teacher, not have I studied pedagogy (outside of this course), so would love to know if what I'm saying is an accurate presumption
For the philosophy of education, as theorised, for example, by Franco Cambi, an Italian pedagogue, there is a very close relationship between philosophy and pedagogical theory, but they are not entirely reducible to one another. As a philosopher and future pedagogue, I can say that there is a close relationship and that indeed philosophy has dealt with these issues from Plato onwards, but often failing to enter into the procedures, practices and subject matter of pedagogy. So for that reason I understand the argument. After all, I think it is not a matter of substituting, but of observing the relationship.
For the philosophy of education, as theorised, for example, by Franco Cambi, an Italian pedagogue, there is a very close relationship between philosophy and pedagogical theory, but they are not entirely reducible to one another. As a philosopher and future pedagogue, I can say that there is a close relationship and that indeed philosophy has dealt with these issues from Plato onwards, but often failing to enter into the procedures, practices and subject matter of pedagogy. So for that reason I understand the argument. After all, I think it is not a matter of substituting, but of observing the relationship.