Traditional teaching methods

Why do many on the right of the political spectrum favour traditional teaching methods? (10 marks)


First, candidates would be expected to outline the core beliefs and values held by those who occupy a position on the right of the political spectrum – in this context, those of a conservative disposition rather than individuals who hold extreme right-wing views, eg neofascists. Such individuals believe that societies need elites in key positions of authority. They are also sceptical of values and attitudes which are intended to radically alter human behaviour and the structure of social and political institutions. Given such a mindset, right wingers would reject ‘progressive’ teaching methods and, instead, champion ‘traditional’ teaching methods.


When discussing these contrasting approaches towards teaching and learning, candidates ought to emphasise the following points, basically preferences for:


• Selective education over comprehensive education, as selection ‘sorts and sifts’
individuals at an early age, picking out those youngsters who can be groomed for future
leadership.


• An academic curriculum for ‘gifted’ pupils which would provide the credentials for
progression to higher education and an emphasis on literary and numeracy (‘the 3 Rs’) to skill the rest of the school population for the world of work.


• Teacher-led whole class teaching – ‘chalk and talk’ – over individualised child-centred learning and small group project work.


• Firm discipline to produce pliant conformists instead of critical individuals.


• A Christian-centred approach in keeping with dominant national cultural values and
practices.


• The teaching of patriotic versions of British history.


• Conventional end-of-course examinations to assess attainment/achievement rather than modular exams and course work.


Such views appeared in publications produced by right-wing educationalists and Conservative party supporters in the late 1960s, such as the ‘Black Papers’ written by Professor Brian Cox and Rhodes Boyson. They were also evident in the Conservative Party’s 1994 ‘back to basics’ campaign which called for a return to traditional values in teaching and learning.


In the 21st century many right-wing commentators and some Conservative politicians have continued to criticise comprehensive education and what they would term ‘progressive’ methods on the grounds that such institutions and practices produce unsatisfactory examination results for many of their pupils and are also plagued by problems of truancy and indiscipline. Those who hold such views firmly believe that a return to selection and traditional methods would not only improve results but also standards of behaviour.


Source: AQA