1. classical humanist academic way (content and subjects in focus, teacher as instructor)
2. utilitalian way (objectives in focus, teacher as guide)
3. progressive way (process in focus, teacher as equal partner)
How intensively these ways are followed or if there are mixtures in between the ways differs from country to country. Our task was it then to make up tree diagrams about our own educational systems and the Danish (according to our observations and what we've learned so far) one. These are the tree diagrams I came up with:
We presented our results to each other and concluded that there are approaches in all countries to work more learner-centred. We also talked about the political dimensions of this paradigm and the relationships between the three ways.
For me it was interesting to hear that even Plato dealed with the problem of threats to a society (so it's not a modern phenomenon at all) and that political attributes like "right" or "left" just refer to the historical distribution of the members of parliament seen from the speaker's perspective.
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