Why has the current educational paradigm become the entrenched paradigm?
In the current educational paradigm, learning institutions have been concentrating on the same things for an extended period of time to a point that there is an entrenched paradigm for what training and education looks (Chen, 2010). Schools have devoted more time into effectively meeting the standards of this paradigm thus making it hard for them to apply an updated system of teaching. The present paradigm was implemented during the era of Industrial Age and it involves a program that authorizes what students are taught, the way they learn it, and examinations that determine what learners have acquired (Chen, 2010). The instructor is the specialist who conveys his/her knowledge through lecture, presentation, and practice to learners who are submissively sitting in classes. The mass-schooling approach used during Industrial Age is out-of-date since life in the actual world does not depend on the type of memorization ability that is vital for existence on production lines (Chen, 2010).
The present education paradigm is continuously being viewed as a conveyor belt derived from Industrial Age with a schedule that only connects with traditional rural America (Chen, 2010). The school calendar was arranged in an era where education was being balanced with labor requirements for rural families. At present, learners’ intricacies have actually not changed even though the source of these difficulties may have changed (Chen, 2010). Students in US are still facing limited time and funds to use on the overwhelming learning task, due to an increasingly intricate array of material and delivery techniques. Student’s basic tasks have also not changed since they are still focusing on analyzing the material chosen and organized to assist them in their learning (Chen, 2010). While it is a time-consuming endeavor, students may also choose and organize their own learning materials. Although, instructional technology is continuously evolving, it is still largely focused on the delivery of resources. So far, it has brought diversity, speed and pragmatism, but it has not reformed or changed the psychological and emotional procedures used in teaching and learning.
Chen, M. (2010). Education Nation: Six Leading Edges of Innovation in our Schools. San Francisco, CA: Jossey-Bass.