In our country, with every change in the Minister of National Education, we see that the education programs also change. However, the change in education programs does not mean that the educational practices in our schools have changed.
In this sense, we can say that we are still perpetuating old assumptions about learning, or what we call industrial age assumptions, which position school as an institution that produces standardized students, like a production line.
If we look at these assumptions;
-Children are incomplete and schools make up for what they lack
Schools are the institutions that complete children's innate or acquired learning deficiencies. A child who acquires the knowledge and skills required by the curriculum has completed his/her learning journey.
-Everyone learns and should learn in the same way
Despite the fact that there are many types of intelligence, the school system and learning practices continue to be implemented unchanged on the basis that children learn in the same way. Especially innovations such as “skill-based teaching” and “holistic teaching”, which are brought to the agenda with curricula, cannot be included in the education system.
-Learning takes place in the classroom
“Out-of-school learning environments”, which are put into effect with fancy projects, do not go beyond words. The organization of out-of-school learning environments by teachers and the use of these environments by children cannot be used sufficiently due to many legal regulations.
-There are smart kids and dumb kids
Although the discourse of smart children and dumb children is a discourse that has been left behind, it is still a valid discourse, especially in public schools, and continues to be implemented at full speed under the name of “achievement level classes” from primary school onwards.
First of all, it should be noted that many educators consider these assumptions as outdated assumptions, but a significant number of teachers still continue their teaching and learning activities based on these assumptions, while teachers who renew themselves and want to adapt new practices to their classroom/school remain in the minority.
In order to ensure the holistic development of our children with their best interests in mind, to bring out their talents and skills, and to ensure their full enjoyment of their right to education, we need to abandon old assumptions about learning, not only in words but also through practices at school, and to infuse new models of learning into our education system, schools and teachers.