The Present, Past, and Future of the Gardening Metaphor in Education

Autor/in	Mintz, Avi I.
Titel	The Present, Past, and Future of the Gardening Metaphor in Education
Quelle	In: Oxford Review of Education, 44 (2018) 4, S.414-424 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mintz, Avi I.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2017.1419948
Schlagwörter	Figurative Language; Educational Theories; Educational Principles; Teaching Methods; Developmentally Appropriate Practices; Outcomes of Education; Student Centered Learning; Child Development; Parenting Styles; Progressive Education; Futures (of Society) + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Bildungsprinzip; Teaching method; Lehrmethode; Unterrichtsmethode; Entwicklungsbezogene Bildung; Lernleistung; Schulerfolg; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Kindesentwicklung; Reformpädagogik; Progressive Erziehung; Future; Society; Zukunft
Abstract	Educators and educational theorists frequently employ a gardening metaphor to capture several child-centred principles about teaching and children, i.e. teachers must respect a child's unique interests and abilities, recognise what is developmentally appropriate for students, and resist pursuing a narrow set of outcomes. Historically, however, educational theorists were as likely to use the gardening metaphor to support teacher-centred, 'moulding' ideals as they were to support child-centred ideals. Furthermore, in stark contrast to the contemporary optimism about a child's innate, unique potential, the use of the gardening metaphor in the past sometimes supported prejudicial, deterministic views of children. In many ways, therefore, the contemporary use of the metaphor reflects genuine progress in educators' ideas about children and their potential. Nevertheless, those who employ the gardening metaphor today might learn from some of its past users. Eager to avoid imposing their own goals on children, today child-centred gardeners have resisted articulating normative ideals by which teaching and parenting might be guided. Yet a normative ideal of the educated adult is not inconsistent with child-centred gardening. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01