It's fascinating. I've had some very good teachers tell me I'm just a parent and I don't know. But they follow the latest ed school theories. And professors in ed schools, like any other university discipline, have to come up with new theories and publish them or they will lose their jobs.. And then these are pushed down to our kids as t…
It's fascinating. I've had some very good teachers tell me I'm just a parent and I don't know. But they follow the latest ed school theories. And professors in ed schools, like any other university discipline, have to come up with new theories and publish them or they will lose their jobs.. And then these are pushed down to our kids as the latest in how to best educate.
Pretending that this is all peer reviewed science plus the constant churn is a problem.
Yes! While pursuing a mid-life undergrad degree in history, I took a lot of pedagogy classes--mostly alongside M.Ed. candidates. In order to proceed in D.Ed. one had to propose “new” pedagogies, which were only theories minted to impress a dissertation committee. So much nonsense leaks out of untested assumptions found in these dissertations, and a lot of it soaks into K-12 education. There it’s lapped up as “revolutionary,” and promptly institutionalized by silly administrators pushed by gullible 24 year-old “teachers” just a few years past their initial praxis training. When you see it up close, you come to realize both M. Ed. and D.Ed. programs are the least serious post-graduate paths in existence.
Interesting! Pair that pedagogy nonsense with all the activism that’s now standard in teacher training to mold the the minds of children with CRT and queer theory--aka postmodernism BS--and it seems that it’s our education schools that are as much at fault--or more--for the collapse of useful learning in schools than even the teacher unions.
It's fascinating. I've had some very good teachers tell me I'm just a parent and I don't know. But they follow the latest ed school theories. And professors in ed schools, like any other university discipline, have to come up with new theories and publish them or they will lose their jobs.. And then these are pushed down to our kids as the latest in how to best educate.
Pretending that this is all peer reviewed science plus the constant churn is a problem.
Yes! While pursuing a mid-life undergrad degree in history, I took a lot of pedagogy classes--mostly alongside M.Ed. candidates. In order to proceed in D.Ed. one had to propose “new” pedagogies, which were only theories minted to impress a dissertation committee. So much nonsense leaks out of untested assumptions found in these dissertations, and a lot of it soaks into K-12 education. There it’s lapped up as “revolutionary,” and promptly institutionalized by silly administrators pushed by gullible 24 year-old “teachers” just a few years past their initial praxis training. When you see it up close, you come to realize both M. Ed. and D.Ed. programs are the least serious post-graduate paths in existence.
Interesting! Pair that pedagogy nonsense with all the activism that’s now standard in teacher training to mold the the minds of children with CRT and queer theory--aka postmodernism BS--and it seems that it’s our education schools that are as much at fault--or more--for the collapse of useful learning in schools than even the teacher unions.
Yes Leah, the EDU programs were corrupted a few decades ago, and should be considered irredeemable at this point.