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African traditional pedagogy in a modern perspective
... Although this question could be discussed in a number of different ways, here I want to examine the study of learning in so-called non-pedagogicized communities. The work of David Lancy (2015) makes a key contribution to this field, although it is possible to see the work of many others in this same line of reasoning (Adams & Coulibaly 1985;Paradise & Rogoff 2009;Rogoff 2014). Drawing upon a large record of studies on learning in non-Western communities, Lancy (2015) claims that Western schooling is antithetical to the usual way children learn in most countries across the world. ...
In this chapter I will address and analyse claims that argue that we need to turn to what has been lost through pedagogicization, and that we need to de-pedagogicize society. I will discuss the limitations and the potential of going native in an apparently over-pedagogicized society, through reflecting on the questions: How do we understand pedagogicization in relationship to learning? Is pedagogy, or teaching as a separate register unique? How do we understand a teaching register, and (why) do we need it?; Can we speak at all of a “natural” way of learning removed from communities of practice?
The purpose of vocational, technical and professional education is to produce practitioners who perform competently on the job. However, many programs, particularly those of third world countries with strong colonial legacies, employ instructional strategies that do not result in high degrees of transfer. This article presents a field-based experimental study conducted in Ivory Coast with 162 secondary school accounting clerk subjects. The study, which lasted ten weeks, employed three case study method (CSM) treatment groups and a control (lecture and textbook) group. The control group performed significantly better on a theory post-test than all treatment groups. All CSM treatment groups significantly outperformed the control groups on a transfer post-test designed as an internship simulation laboratory. The behaviorist-based CSM treatment group performed significantly better on the near transfer post-test compared to the cognitivist-based CSM treatment group. The cognitivist-based CSM treatment group performed significantly better than the behaviorist-based CSM group on the far transfer post-test. Both groups performed significantly better on the transfer post-test than a third, mixed behaviorist-cognitivist CSM treatment group. This study suggests that low-cost, well designed and targeted cases can lead to high degrees of specific types of transfer compared with lecture-textbook methods.
RESEARCH ON SEQUENCING OF INSTRUCTION CAN BE DIVIDED INTO NINE TYPES ACCORDING TO DIFFERENT DIMENSIONS ON WHICH THE EXPERIMENTS VARY. SITUATIONS IN WHICH THE LEARNER CONTROLS THE OBJECTIVES ARE DIFFICULT TO EVALUATE EXPLICITLY BECAUSE OF DIFFERING CONTENT LEARNED. AMONG EXPERIMENTER-CONTROLLED LEARNING SITUATIONS, THE WORK OF GAGNE AND HIS ASSOCIATES YIELD THE MOST INFORMATION ON UNITS OF INSTRUCTION BECAUSE THE LEARNING STRUCTURE OF THE TASK IS CAREFULLY ANALYZED AND SEQUENCING IS BASED ON THE ANALYSIS. OTHER TYPES OF EXPERIMENTS INVESTIGATE SCRAMBLED AND LOGICAL ORDERS USING FRAMES RATHER THAN UNITS OF INSTRUCTION, BRANCHING VS. LINEAR PROGRAMS FOR AUTO-INSTRUCTION, AND EXPERIMENTER-PREPARED ADVANCE ORGANIZERS. A NINTH TYPE INCLUDES STUDIES IN WHICH SEQUENCING IS A STRUCTURAL PART RATHER THAN A DESIRED INDEPENDENT VARIABLE IN THE EXPERIMENT. FUTURE RESEARCH SHOULD TREAT LARGER SEGMENTS OF CURRICULUM, SHOULD EXTEND BEYOND THE MATH AND SCIENCE SUBJECTS CURRENTLY TREATED, SHOULD ANALYZE LEARNING OBJECTIVES FOR TYPE AND STRUCTURE OF LEARNING, AND SHOULD CONTROL EFFECTIVENESS OF PROGRAMING AND ENTERING COMPETENCY. A BIBLIOGRAPHY IS INCLUDED. (BB)
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