Literature review sketching an evolution of theory of education; from being fed to making our own meals…
Historically, the theory of learning has regarded knowledge as an external corpus that could be acquired and measured. Later the educated type was that who incrementally would acquire knowledge by accumulating a wide-range of references. Then, a notion of knowledge was established as being constructed by the subject in interaction with the social environment and learning being the process of selection and organisation of relevant information through experience. Today, depth of high cultural information is less valued than breadth of cross-cultural experience [Hooper-Greenhill].
Theory of education entails theory of knowledge and theory of learning, or what is the same, what is to be learned and how. If we apply to the graph on the left the evolution sketched by Hooper Greenhill above; on the top-left corner we find ourselves being fed little by little, whereas bottom-right, we get to choose what and when we prepare our own meals. In his much better argumented paper, Hein concludes that we should aim towards the second method, acknowledging the other and considering the variables that appear by combining the grey areas in between.
-Eilean Hooper-Greenhill, Museum learners as active postmodernists: contextualizing constructivism 1997.
-George E. Hein, The constructivist museum, 1995.
Image: En L'An 2000. Postcards by Jean-Marc Côté and other artists, France (1899-1910). Wikimedia Commons.