Technology Across the Curriculum

Colin C. Tipping
1982, Vol. 14, No. 2,

Abstract


Discovery and enquiry based education has a broad base of acceptance in Primary Education. Some institutions and courses in Higher Education even emphasise the value and importance of learner directed study.

The mainstream of secondary education, on the other hand makes very little concession to heuristic methods. The examination system which is probably the greatest inhibitor of change, has an iron grip on the secondary school curriculum and, if anything, it is getting tighter. Most of the discussion about core-curriculum for instance is couched in quite reactionary terms.

Ironically it has found comfort (not that it was actually looking for any) in the writings of the developmental psychologists, especially Piaget. He had outlined his hierarchical stages of cognitive development with each of the preceding ones being, and remaining, of a lower order than the next; though of course vital for proper progression. The simplified writings of Piaget and his followers all suggested that most children reach the stage of 'formal operations' or abstraction of thought, at around eleven years of age.


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