Despite decades of research exposing its limitations, transmission-based pedagogy is notably resistant to change. This paper argues that reform efforts will continue to be limited without a concomitant historical, dialectical analysis of the origin of such pedagogy. The paper locates the origin of transmission-based pedagogy in the economic and social transitions of seventeenth century Europe. It concludes by suggesting that only a dialectical understanding of this emergence can sensitise the education community to the possibilities for genuine transformation immanent in the current educational landscape.
Giorgio Bertini
Research Professor on society, culture, art, cognition, critical thinking, intelligence, creativity, neuroscience, autopoiesis, self-organization, complexity, systems, networks, rhizomes, leadership, sustainability, thinkers, futures ++
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