Education Pedagogy Critique

People on the Internet say this all the time, and while I agree in theory, in practice it's very hard to translate: https://jakeseliger.com/2011/01/24/why-dont-students-like-sc....The whole Willingham book is excellent.Teaching taught me that the number of students who want to learn how to learn and think is small

The myth of "learning styles" was discussed here pretty recently:https://news.ycombinator.com/item?id=16810980

True too much focus on what you should learn with no interest in teaching how to learn.I think it's very telling the intention behind the institution when you see this.

The good/bad implementation of instruction by any one professor or institution is irrelevant to the point made by the GP, especially when they didn't stipulate study at a college level. There are more ways to learn than in a classroom.

Actual Teachers don't just know a subject, they know something about Pedagogy.And Pedagogy is all about getting the student into constant practice rituals until they have mastered the subject. Without practice there is no education/learning.Herbert Simon - "Criticism of practice called "drill and kill" is very common. Nothing flies more in the face of the last 20 years of research than the assertion that practice is bad. All evidence, from the laboratory and from e

Oh most definitely - it's neither an efficient or ideal way to learn those things. Unless there's dedicated thought to teaching them though, it could be an issue as well.I'm certainly not defending the way it worked out, but we focus on an idealised education from the perspective of the learner (i.e. curiosity, passion, zest for self improvement), it might not prepare them if they end up in more traditional scenarios. Fully support the notion of it being taught like a tradition

I think there is a bit of merit to this - part of the problem of schools (which i've read about off and on for years) is the expectation that students sit there and absorb lectures without any actual interaction with the information they are supposedly learning. I find this would be a decent bit of solution if it were used in conjunction with other changes. But considering in some places they make a fairly grand issue about whether or not students should learn cursive writing (Indiana has h

I'll start my reply with this: I'm not a teacher, nor am I an understander of maths, but whenever I talk to teachers at any level, and especially mathematics teachers, they lament that they want to teach differently, but due to time constraints, or predetermined lesson plans, or any number of reasons, they simply can't. They have to teach in a way that gets students enough knowledge to pass the test, but only those that seem to have a natural aptitude end up really learning anythi

Not sometimes, nearly every student/teacher transaction in HS involves following a scripted exercise (rote learning). This repetitive scripted practice technique "works" the first time for some; but other students need more repetition(these get left behind, and suffer in subjects that build upon the missed prerequisite unit), and yet others need less (they get bored, and the activity has a detrimental effect). But everyone gets the same amount and covers new material at the same p

I'm not going to say that education is great as it is, but the worst attitude you can come across from a student or a person in general is the question "When am I ever going to need this?"The most important point of school isn't accumulating facts or skills but teaching students _how to think_. How to reason, how to solve problems, the absorption of a diversity of ideas and topics. To expose everyone to the knowledge, and skills to be free in society. It isn't a tr