Pedagogical sentiment

We have been fortunate to have recently been working with Dr Yoram Harpaz, Director of the Mandel School for Educational Leadership in Israel.  He is an extroadinary man with a fascinating take on learning in today’s world.

istock_000003992880medium.jpgFor Yoram, the approach to schooling is how the digital world has spawned generation Y and therefore demands a fresh new approach.  Yoram says there are three competing pedagogical “ideologies”:

  1. socialisation – getting kids to fit into society. This leads to a direct-instruction pedagogy.
  2. aculturation – school is about understanding the world and the responsibility of children to contribute. This leads to a more collaborative pedagogy, which leads to an understanding of how you fit into society.
  3. individuation – the individual is the starting point and the individual view is critical. This leads to the personalisation of learning.

In reality, the three are always in competition with each other and the predominant one emerges given a range of local, national and international pressures and contexts. The important point he makes is that these ideologies are given life by teachers; that every teacher has a ” pedagogical sentiment” which, is a reflection of the interplay of the competing ideologies.

Yoram argues teachers must recognise and break out of the constructs so as to meet the needs of young people today. His insights gave me a new perspective in relation to what I have been calling the ‘pedagogical DNA’ and the difficulty in changing this ‘code’ in teachers. His wisdom challenges us to look deeper at the issues involved.

4 thoughts on “Pedagogical sentiment

  1. An interesting concept. Wat I am about to say will of course reveal my own DNA!? ( double helix of course!)I hope the theories of pedagogy don’t become confused with concepts of what a school is or should be. I recall reading in another blog that with individualised learning taken to its logical conclusion ultimately why do you need schools at all? If the fucntion and philosophy, expressed in the pedagogy is to individualise all learning and teaching then the students can do all of this remotely; at home or in small ‘learning circles’ all with self paced on-line learning modules and student created content.To me there is the danger of losing all the other things schools do well; socialising, engaging people with other people directly, the rituals of passage through adolescence to adulthood. To me schools are much more than learning factories and while I don’t for a moment question the need to radically change the nature of learning and teaching to ensure our digital natives are met and engaged appropriately we also have a role in school communities I believe, to civilise and socialise and I think we can do both as I have sufggested before it is about both the learning and the community.

  2. It is never “either or”. As I have been saying, never before have we needed schools than we do now. They do, as you observe, serve society in some remarkable and deep ways. But they do need to change to be relevant in today’s world! Anytime this view is raised it seems to be taken as an attack on the very institution of schooling. This then polarises, and I think trivialises the discussions we need to have on the substantive matters at hand about providing quality schooling to meeet our current age

  3. I couldn’t agree more Greg. “Individuation” is the key to teaching in today’s world. It’s the key to engaging our students in worthwhile and essential learning – I’m keeping my ears open for the next time Yoram is speaking.

    The role of the teacher is paramount in guiding our learners along the way and encouraging them with strategic scaffolds to go deeper, further, higher than they would alone.

    Your blog is a treasure! It has been the inspiration for our Deputy Principals as we begin our own blogging journey. I read it all the time and we used yours for the model of what a blog actually is when we were investigating and setting up our own. Thanks for leading in the sharing and creating knowledge.

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