000			04136nam a22004095i 4500
001			978-94-007-1851-7
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007			cr nn 008mamaa
008			110622s2011 ne | s |||| 0|eng d
020			_a9789400718517 _9978-94-007-1851-7
024	7		_a10.1007/978-94-007-1851-7 _2doi
050		4	_aLB43
072		7	_aJN _2bicssc
072		7	_aEDU043000 _2bisacsh
082	0	4	_a370.116 _223
082	0	4	_a370.9 _223
100	1		_aGuthrie, Gerard. _eauthor.
245	1	4	_aThe Progressive Education Fallacy in Developing Countries _h[electronic resource] : _bIn Favour of Formalism / _cby Gerard Guthrie.
264		1	_aDordrecht : _bSpringer Netherlands, _c2011.
300			_aXXXIV, 257p. 5 illus. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0		_aFOREWORD -- References -- PREFACE -- References -- Educational Bibliography -- SECTION 1: OLD CONJECTURES -- CHAPTER 1: THE PROGRESSIVE EDUCATION FALLACY -- CHAPTER 2: FORMALISM IN DEVELOPING COUNTRIES. - CHAPTER 3: STAGES OF EDUCATIONAL DEVELOPMENT? -- CHAPTER 4: TEACHER RESISTANCE TO CHANGE -- CHAPTER 5    CLASSROOM TEACHING AND SCHOOL EFFECTIVENESS -- SECTION 2: REFUTATIONS -- CHAPTER 6   FORMALISTIC SCHOOLING SYSTEM IN PAPUA NEW GUINEA -- CHAPTER 7: FAILURE OF PROGRESSIVE REFORMS IN PNG -- CHAPTER 8: CULTURAL CONTINUITIES AND FORMALISM IN PNG -- CHAPTER 9: FORMALISTIC TRADITIONS IN CHINA -- SECTION 3: NEW CONJECTURES -- CHAPTER 10: EDUCATION IN CULTURAL CONTEXTS -- CHAPTER 11: GROUNDED EDUCATIONAL CHOICES -- CHAPTER 12:  IN FAVOUR OF FORMALISM -- INDEX.
520			_aThis highly controversial book challenges half a century of conventional educational wisdom. The Progressive Education Fallacy in Developing Countries: In Favour of Formalism argues that progressive teacher education and curriculum reforms in developing countries are wrong in principle and widespread failures in practice. The book is essential reading for academics, aid and educational professionals, and for overseas students of education. In a methodologically elegant contribution to the theory, methodology and practice of education in developing countries, 12 chapters address the merits of formalism and the risks associated with what Gerard Guthrie identifies as the Progressive Education Fallacy. The Fallacy, that developing the enquiring mind needs enquiry teaching methods in schools, has lead to many inappropriate attempts at educational transfer. Progressive assumptions about the classroom have rarely been debated or tested experimentally in non-Western, especially non-Anglophone, cultures. School effectiveness research too has failed to examine adequately classroom processes and their cultural contexts. A formal analysis of ideas inherent in the Fallacy uses C.E. Beeby’s stages model as an influential example of the progressive position. Progressive claims are refuted using the case of failed curriculum reforms in Papua New Guinea and an analysis of the unlikelihood of the adoption of progressive teaching in Confucian-tradition China. Widespread evidence from Africa and Asia also shows that progressive education reforms have failed in countries with pedagogic paradigms founded in revelatory epistemologies. Old-fashioned though formalism may be in some Western countries, classroom change in the developing world does not necessarily require progressive methods, but can focus on upgrading formalism. "Gerard Guthrie makes a significant , if challenging and controversial, contribution to the international literature on education and development" Michael Crossley, University of Bristol, UK
650		0	_aEducation.
650	1	4	_aEducation.
650	2	4	_aInternational and Comparative Education.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9789400718500
856	4	0	_uhttp://dx.doi.org/10.1007/978-94-007-1851-7
912			_aZDB-2-SHU
999			_c109576 _d109576