Abstract
In light of educational reforms in recent years, there has been a de facto recasting of the aims of school learning. With heightened emphasis on students correctly answering questions posed to them, using prescribed methods, as well as rigid guidelines for teachers’ lessons and strict performance goals for schools, schooling has come to emphasize compliant performance. This is contrasted with a constructivist emphasis on nurturing each student’s thought to its fullest potential. In this view, the goal is not performance on a test, but individuals who ask questions, pursue their own answers, and engage in discourse with their peers about such matters. It is argued that this has important implications for democratic societies and personal fulfillment.
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Kritt, D.W. (2018). School Learning as Compliance or Creation. In: Kritt, D. (eds) Constructivist Education in an Age of Accountability . Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-66050-9_17
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