CURRENT ISSUES AND TRENDS IN EDUCATION

THEORETICAL SHIFTS IN OUR UNDERSTANDING OF CHILDREN ORGANISMIC WORLDVIEW MECHANISTIC WORLDVIEW DEVELOPMENTAL CONTEXTUALISTIC WORLDVIEW

ORGANISMIC CHILDREN ARE MORE ACTIVE DEVELOPMENT IS DRIVEN BIOLOGICALLY, PREDISPOSED, GENETICS, FACTORS INDIGENOUS TO THE CHILD DEVELOPMENT INDICATES QUALITATIVE CHANGES THAT ARE STEP-LIKE BUT BIG CHANGES

HUMANS ARE LIKE GROWING PLANTS CHILDREN LEARN FORM THE INSIDE OUT DIFFICULTY IN LEARNING IS WITHIN THE CHILD

MECHANISITC CHILDREN ARE MORE PASSIVE DEVELOPMENT IS DRIVEN BY THE ENVIRONMENT, ADULTS AND OTHER FACTORS OUTSIDE THE CHILD DEVELOPMENT IS QUANTITATIVE EMPHASIZING SMALL LINEAR CHANGES

HUMANS ARE LIKE MACHINES CHILDREN LEARN FROM THE OUTSIDE IN DIFFICULTY IN LEARNING IS IN THE CHILD’S ENVIRONMENT

DEVELOPMENTAL CONTEXTUALISTIC CHILDREN ARE INTERACTIVE DEVELOPMENT IS DRIVEN BY THE BIDIRECTIONAL INTERACTION BETWEEN THE CHILD AND THE ENVIRONMENT DEVELOPMENT IS QUANTITATIVE AND QUALITATIVE WITH BIG AND SMALL CHANGES

HUMANS ARE MULTIFACETED INDIVIDUALS AND SOCIAL BEINGS CHILDREN LEARN IN MANY WAY ON NUMEROUS FACTORS BOTH WITHIN THE CHILD AND BETWEEN THE CHILD AND CONTEXT DIFFICULTY IN LEARNING OCCURS WHEN THE INTERACTIONS BETWEEN THE CHILD AND THE MULTIPLE CONTEXTS THAT INFLUENCE THE CHILD

CHANGING THEORIES MATURATIONAL THEORY BEHAVIORIST THEORY PSYCHOANALYTIC THEORY CONSTRUCTIVIST THEORY THE SOCIOHISTORICAL APPROACH ECOLOGICAL SYSTEMS THEORY MULTIPLE INTELLIGENCES THEORY

OTHER CONSIDERATIONS CRITICAL THEORISTS MODERN VERSUS POSTMODERN

QUESTIONS WHAT THEORY IMPACTS EDUCATIONAL PRACTICES IN TODAY’S SCHOOLS? WHAT BELIEFS DO YOU HOLD TO BE MODERN? POSTMODERN? DO YOU BELIEVE EDUCATIONAL PRACTICE RELIES TO HEAVILY ON TH THEORIES OF DEAD WHITE MEN?

CHANGING CURRICULAR PRACTICES TEACHING AS TRANSMISSION TEACHING AS TRANSACTION TEACHING AS INQUIRY TEACHING AS TRANSFORMATION