Progress in Education: A Deconstructionist View

Authors

  • George H. Buck University of Alberta
  • John Osborne University of Alberta

DOI:

https://doi.org/10.11575/jet.v24i3.44284

Abstract

In this paper, Foucault's ideas, commonly termed deconstructionism, are employed to argue that there are several perennial myths in educational thought and research (e .g., all change is progressive and what is promoted as change is novel). These are discussed with specific reference to statements by two instructional psychologists, R.M. Gagne and B.F. Skinner. Three commonly held assumptions about progress in education that have likely lead to such myths are also discussed from a deconstructive perspective. Work of earlier educators and researchers such as Quintilian, Bloom and his associates, Elkind, and Popper are presented to support this particular method of criticism.

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Published

2018-05-16

Issue

Vol. 24 No. 3 (1990)

Section

Articles

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