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Developmental Philosophy

Developmental Philosophy of Education

The Attic approaches teaching and learning from a constructivist and developmental framework. Within a developmental philosophy of education, the learner is viewed as having developing mental abilities, the learning process is always seen as creative activity, and knowledge is always a construction of the mind’s interaction with the world (Elkind 1989).

"The aims of developmental education are straightforward. If the learner is seen as a growing individual with developing abilities, if learning is regarded as a creative activity, and if knowledge is seen as a construction, then the aim of education must surely be to facilitate this development, this creative activity, and this construction of knowledge. Piaget put the aims of education from a developmental perspective this way:

The principal goal of education is to create (individuals) who are capable of doing new things, not simply repeating what other generations have done – (individuals) who are creative, inventive, and discoverers. The second goal of education is to form minds which can be critical, can verify, and not accept everything that is offered. The greater danger today is of slogans, collective opinions, ready made trends of thought. We have to be able to resist them individually, to criticize, to distinguish between what is proven and what is not. So we need pupils who are active, who learn early to find out by themselves, partly by their own spontaneous activity and partly through materials we set up for them; who learn early to tell what is verifiable and what is simply the first idea to come to them.

"The aim of developmental education, then, is to produce thinkers who are creative and critical . . . To put the difference more succinctly, the developmental approach seeks to create students who want to know, whereas the psychometric approach seeks to produce students who know what we want" (Elkind 1989). Please read: "Developmentally Appropriate Practice: Philosophical and Practical Implications" by David Elkind Phi Delta Kappan October 1989 113-117


Reference:

Elkind, David "Developmentally Appropriate Practice: Philosophical and Practical Implications" Phi Delta Kappan October 1989 113-117