Developmentalism: An Obscure but Pervasive Restriction on Educational Improvement

Creator

J. E. Stone

Files

Publisher

Arizona State University, University of South Florida

Publication Date

April 1996

Abstract

Despite continuing criticism of public education, experimentally demonstrated and field tested teaching methods have been ignored, rejected, and abandoned. Instead of a stable consensus regarding best teaching practices, there seems only an unending succession of innovations. A longstanding educational doctrine appears to underlie this anomalous state of affairs. Termed developmentalism, it presumes "natural" ontogenesis to be optimal and it requires experimentally demonstrated teaching practices to overcome a presumption that they interfere with an optimal developmental trajectory. ...

Extent

73

Volume

4

Issue

8

Language

English

Media Type

Journals (Periodicals)

Format

Digital Only

Identifier

E11-00057

Creative Commons

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Recommended Citation

Stone, J. E., "Developmentalism: An Obscure but Pervasive Restriction on Educational Improvement" (1996). Education Policy Analysis Archives (EPAA). 303.
https://digitalcommons.usf.edu/usf_EPAA/303