This blog is probably not the best advert for my organisational skills, very often it reflects whatever happens to be on my mind and topics get picked up, then dropped, pretty much on a whim. However, I’ve decided to finish off a long-unfinished bit of business this weekend. Unfortunately, I’ve left it all so long that I thought I’d write this quick reminder of what it was all about.
Back in 2012, I started a series of blogposts on how ideas about ways in which the future would be different were used to promote progressive education and, in particular, invalidate the teaching of subject knowledge and the use of traditional teaching methods.
I began with this introduction to the issue:
Then I dealt with the idea that it was increasing globalisation and competition from overseas had changed everything:
Next was the idea that the job market was changing to be less stable and predictable:
Following that was the claim that technological change was constantly making established knowledge obsolete:
Then the contradictory idea that we were in a time of unprecedented technological change:
This was followed by the idea that we now don;t need to know things like we did in the past:
I also provided an example that this sort of argument wasn’t new:
I had intended to finish this with a blogpost about the idea of Digitial Natives. However, this turned out to be something which led to quite a lot more thinking and writing and I did not get round to writing it until many months later, and never really worked out when to blog it. Anyway, I now plan to cover this in my next few posts, so I thought I’d write this recap for you to put it in context. Apologies for any links and media in the above posts which are now defunct.
Update 3/12/2014: The remaining three posts in the series have now been written and can be found below: