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Teach Earlier, Expect Later: An Essay on Pedagogical Patience and Propaedeutic Appropriateness

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초록

The author begins by restating his suggestion of 1982 to uncouple adults’ efforts to teach from their expectations for soon-following mastery by children. He then associates that teach earlier, expect later proposal with a longstanding tradition in early childhood education of pedagogical patience. Tying that tradition to an ancient and even broader educational practice, propaedeutics, he proposes and discusses propaedeutic appropriateness as a standard by which to both legitimate and evaluate propaedeutic activities.

Abstract

The author begins by restating his suggestion of 1982 to uncouple adults’ efforts to teach from their expectations for soon-following mastery by children. He then associates that teach earlier, expect later proposal with a longstanding tradition in early childhood education of pedagogical patience. Tying that tradition to an ancient and even broader educational practice, propaedeutics, he proposes and discusses propaedeutic appropriateness as a standard by which to both legitimate and evaluate propaedeutic activities.

참고문헌 (77)

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