It seems a long time since the days of 2013, when putting more knowledge in the curriculum could inspire 100 educationalists to write a letter claiming this:
….could severely erode educational standards. The proposed curriculum consists of endless lists of spellings, facts and rules. This mountain of data will not develop children’s ability to think, including problem-solving, critical understanding and creativity.
Progressives have retreated. These days they are more likely to say that they are the true advocates of knowledge, while putting forward teaching methods and curriculum ideas that obstruct the learning of knowledge, than claim knowledge is harmful. In fact, these days they hardly seem to be trying to win any arguments with teachers about pedagogy and curriculum.
The traditionalist viewpoint has become mainstream. It seems like you can’t throw a brick in a secondary school these days without hitting a teacher who is talking about knowledge, explicit instruction…
View original post 667 more words