Theories of Education Learning is as natural to humans as

While there are certainly dozens of slightly different definitions of both of these terms, a common ground may be found among them. Brief definitions of each of these terms will be given before the two approaches are examined in greater depth to ascertain the strengths and weaknesses of each one of them.

A traditional approach to teaching may be summarized in the following way:

Traditional education sees intelligence as inherent in the human mind and therefore in no need of being learned. This would mean that it is proper for school to teach facts, ideas, and values on the assumption that human beings (of any age) are endowed by nature with the ability to use them (Kafai & Resnick, 1996, p. 11).

Constructivist teaching makes the practice of both teaching and learning more op

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one û the fact that, educational institutions were primarily governed by local authorities rather than by federal ones û allowed for sufficient flexibility and room for experimentation that various types of educational reform could be tried out (Marlowe & Page, 1998, p. 117). James, along with his student Edward Thorndike and the philosopher John Dewey helped to clear away many of the more bizarre notions once held about the successive steps involved in the development of mental functions from birth to maturity. Interest in the work of Sigmund Freud and the psychoanalytic image of the child in the 1920s, as well as attempts to apply psychology to national training and education tasks in the 1940s and '50s, stimulated the development of educational psychology and have helped lay the foundations for more constructivist classrooms (Marlowe & Page, 1999, p. 47). Traditionalist Approaches Constructivist teaching stems from a particular set of intellectual and historical circumstances, and the same is true for traditionalist approaches. Against the various ôprogressiveö lines of 20th-century education (including the constructivist classroom), there have been strong voices advocating older traditions. These voices were particularly
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Some common words found in the essay are:
Learning Constructivist, Jean Piaget, DeVries Kohlberg, Marlowe Page, Future Classroom, Approaches Constructivist, , Mortimer Adler, Kafai Resnick, American Progressive, constructivist teaching, brooks 1999, 19th century, kafai resnick 1996, brooks brooks, marlowe page, resnick 1996, kafai resnick, richardson 1997, progressive education, brooks brooks 1999, marlowe page 1998, shapiro 2000, devries kohlberg 1987, resnick 1996 11,
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