Better learners will learn most of what teachers teach less able learners will learn less.
![describe example paradigm shift your life describe example paradigm shift your life](http://www.howtothinkpositive.net/wp-content/uploads/2016/02/paradigmShiftmind.jpg)
It is accepted that some students will be more effective in this than others. The role of students is to learn what the curriculum specifies and teachers teach. Their task is to bring the curriculum to life, to make it interesting and engaging, and to ensure that every student is exposed to, and has an opportunity to learn, the content of the year-level curriculum. The role of teachers under the prevailing paradigm is to deliver the relevant year-level curriculum. This structure mirrors the structure of schools, with a curriculum being developed for students in each year of school. Different curricula specify teaching and learning intentions in different degrees of detail, but curricula share a common structure. The role of the curriculum is to spell out what teachers should teach and students should learn. One element of these shared intentions, practices and ways of thinking is the school curriculum. In this sense, they operate within a common paradigm. Most schools operate under a shared set of intentions, practices and ways of thinking about teaching and learning. While these may all be contributors, the thesis of this essay is that the schooling paradigm itself is in need of review and that the answer may lie in a shift in how we think about teaching and learning. This mismatch is commonly attributed to factors other than the paradigm itself-for example, to underperforming teachers, underfunded schools, changes in society or a lack of student effort. However, as occasionally occurs in a field of practice, a significant mismatch currently exists between theory and observation normal practice in school education is not delivering the results it was expected to deliver. This paradigm has theoretical underpinnings, concepts, rules and methods that guide ‘normal’ practice. The relevance of this to school education is that schools also can be thought of as operating within a prevailing paradigm.
#Describe example paradigm shift your life professional
Change, if it occurs, usually takes considerable time and occurs through a growing shift in the distribution of professional allegiances. Some scientists may never accept the new contender. There is inevitably opposition to paradigm change, especially from those who have spent their scientific careers working within the earlier paradigm. Kuhn observes that the introduction of a new paradigm is always controversial. The new paradigm may incorporate concepts and terminology from the earlier paradigm, but these often take on new meanings. This proposed paradigm offers a different way of thinking and, ultimately, a new approach to ‘normal’ science. It is under these conditions that an alternative paradigm may emerge offering to better address the problem that has led the old paradigm into crisis. If this cannot be done, the existing paradigm comes under increasing pressure and, within the relevant scientific community, there may be a growing sense of crisis. In Kuhn’s words, an attempt is made to force nature into the box the current paradigm provides. When this occurs, the initial response is not to reject the current paradigm, but to attempt to modify it to accommodate the problem.
![describe example paradigm shift your life describe example paradigm shift your life](http://chrisvaisvil.com/wp-content/uploads/2013/04/Paradigm-Shift.jpg)
![describe example paradigm shift your life describe example paradigm shift your life](https://holisticmedicinedirectory.net/pictures/706292.jpg)
These anomalies may call into question the appropriateness and usefulness of the paradigm itself. At any given time, the prevailing paradigm consists of current theories, concepts, supporting technologies, methods and literature, which together enable what Kuhn refers to as the practice of ‘normal’ science.īut occasionally normal science encounters unexpected observations that are inconsistent with existing theory. Kuhn refers to such shifts in perspective as changes in the ‘paradigm’ within which scientists work. These shifts may resemble a gestalt switch the drawing initially seen as a duck suddenly is seen as a rabbit. In his book The Structure of Scientific Revolutions, Thomas Kuhn observes that progress in science, too, occurs not only in small increments, but through occasional fundamental shifts in how scientists see and understand some aspect of the world. When this happens, some aspect of experience is never quite the same again. But occasionally, advances are made in leaps-for example, when the penny drops and something is seen in an entirely new light. Progress in life is often made in small, incremental steps. Time for a paradigm shift in school education?Īustralian Council for Educational Research